Let’s Go Uke: High School Setting 

Context Statement:​ For this curriculum, I would be teaching a high school class how to play the ukulele. I will be
making sure that through this curriculum high school students will be able to play the ukulele efficiently. This
curriculum will take place in a high school music classroom because I believe that’s where students can learn best
when they are in a more comfortable school environment.

Stage 1 - Desired Results 

Standards: Goals:

HGI.2 The student will 1. I understand how long different notes are played by realizing the different
echo, read, and duration times for each note or rest (M)
perform rhythms and
rhythmic patterns,
including whole notes,
half notes, quarter
notes, eighth notes,
dotted half notes,
dotted quarter notes,
corresponding rests,
and syncopations.

HGI.4 The student will 2. I can play a series of scales and chords (C, G, F, Am) by using the different
read, analyze, notate, fingering positions on the neck of the instrument at a given tempo with certain
and perform scales durability. (S)
and chords

HGI.7 The student will 3. I can analyze a score of music and recognize the different markings indicated
define and apply within the score. (M)
music terminology
found in the music
literature being
studied.

HGI.9 The student will 4. I can understand the basic function of the ukulele by knowing how the instrument
demonstrate proper is held and played in the most comfortable way. (K)
guitar techniques

HGI.16 The student 5. I can read standard sheet music by playing the given rhythmic notation at the
will sight-read music correct tempo with stability (S)
of varying styles and
levels of difficulty
HGI.17 The student 6. I can play songs from many different composers by understanding the different
will explore historical origins of where these composers came from and their general backgrounds (M)
and cultural aspects of
music

HGI.18 The student 7. I can take a song that is of my own interest and learn how to play the song by
will analyze and reading the sheet music and playing the correct notes at a given tempo (T)
evaluate music

HGI.19 The student 8. I can create visual imagery within a piece by understanding what the text means
will investigate and how it is shown through the music (M)
aesthetic concepts
related to music

Generative (Essential) Questions:

- How can we make the ukulele into something original for ourselves?
- What makes the ukulele seem fitting to certain songs and not others?
- Some people believe that the guitar is a better instrument to play then the ukulele. Why do you think that
is?

Stage 2 - Evidence 

Evidence for “​ ​I understand how long different notes are played by realizing the different duration times for each
note or rest (M)​”
Meets Expectations:​ I can distinguish between different notes and rests by comparing their durations against each
other from the whole note/rest value to the eighth note/rest value
Developing: ​I can distinguish between different notes and rests by comparing their durations against each other
from the whole note/rest value to the quarter note/rest value
Exceeding Expectations: ​I can distinguish between different notes and rests by comparing their durations against
each other from the whole note/rest value to the eighth note/rest value including dotted notes/rests
Evidence for “I can play a series of scales and chords (C, G, F, Am) by using the different fingering positions on
the neck of the instrument at a given tempo with certain durability. (S)”
Meets Expectations:​ I can ​produce certain scales and chords (C, G, F, Am) on the ukulele by using different chord
charts and changing chords fluidly in time with the music
Developing: ​I can p ​ roduce certain scales and chords (C, G, F, Am) on the ukulele by using different chord charts and
change chords throughout the music
Exceeding Expectations: ​I can p ​ roduce certain scales and chords (C, G, F, Am) on the ukulele by using different
chord charts and changing chords fluidly in time with the music using different rhythm patterns
Evidence for “I can analyze a score of music and recognize the different markings indicated within the score.
(M)”
Meets Expectations:​ I can explain each marking within a score by summarizing what each term means with a
conclusion of how it should be portrayed within the music.
Developing: ​I can explain each marking within a score by generalizing what the term means.
Exceeding Expectations: ​I can explain each marking within a score by summarizing what each term means with a
conclusion of how it should be portrayed within the music and why it is important for that marking to be there.
Evidence for “I can understand the basic function of the ukulele by knowing how the instrument is held and
played in the most comfortable way. (K)”
Meets Expectations:​ I can describe the ukulele and its purpose by teaching people how it can be used and held by
any individual.
Developing: ​I can describe the ukulele and its purpose by telling people how it can be used and held by any
individual.
Exceeding Expectations: ​I can describe the ukulele and its purpose by teaching and showing people how it can be
used and held by any individual.
Evidence for “I can read standard sheet music by playing the given rhythmic notation at the correct tempo with
stability (S)”
Meets Expectations:​ I can showcase a piece of music by reading an illustrated musical score with a moderate
tempo and rhythmic accuracy.
Developing: ​I can showcase a piece of music by reading an illustrated musical score at my own tempo with little to
no rhythmic accuracy.
Exceeding Expectations: ​I can showcase a piece of music by reading an illustrated musical score with the actual
tempo and rhythmic notation and accuracy.
Evidence for “I can play songs from many different composers by understanding the different origins of where
these composers came from and their general backgrounds (M)”
Meets Expectations:​ I can interpret a piece of sheet music by understanding the composer’s implication about the
music through background knowledge.
Developing: ​I can interpret a piece of sheet music by understanding the composer’s implication about the music.
Exceeding Expectations: ​I can interpret a piece of sheet music by knowing the composer’s implication about the
music through his/her background knowledge.
Evidence for “I can take a song that is of my own interest and learn how to play the song by reading the sheet
music and playing the correct notes at a given tempo (T)”
Meets Expectations:​ I can choose a song of my choice and learn how to play the song by knowing how to read
sheet music at any given tempo indicated.
Developing:​ I can choose a song of my choice and learn how to play the song by knowing how to read sheet music
at my own selected tempo.
Exceeding Expectations:​ I can choose a song of my choice and learn how to play the song by knowing how to read
sheet music at any given tempo indicated with intonation and rhythmic accuracy.
Evidence for “I can create visual imagery within a piece by understanding what the text means and how it is
shown through the music (M)”
Meets Expectations:​ I can prioritize certain parts of a song by realizing the imagery the poetry creates through
music and express it on the ukulele as my own interpretation.
Developing: ​I can prioritize certain parts of a song by realizing the imagery the poetry creates through music and
play it on the ukulele.
Exceeding Expectations: ​I can prioritize certain parts of a song by knowing the imagery the poetry creates through
music and express it on the ukulele as my own interpretation with added embellishing melodies and rhythms.

Stage 3 – Learning Plan 

Learning activities for “I understand how long different notes are played by realizing the different duration
times for each note or rest (M)”
● Students will recognize different note and rest durations by playing along with the instructor as a warm-up
for about 5 minutes
● The teacher will check to make sure each student knows the difference in duration for notes and rests
Learning activities for “I can play a series of scales and chords (C, G, F, Am) by using the different fingering
positions on the neck of the instrument at a given tempo with certain durability. (S)”
● Students will learn and practice playing scales and chords for different songs by playing them along with
the instructor after his/her instruction on finger positioning for about 20 minutes of the lesson
● The teacher will walk around to make sure that finger positions on the necks of the ukuleles are correct and
accurate
Learning activities for “I can analyze a score of music and recognize the different markings indicated within the
score. (M)”
● Students will be given sheet music that indicates different dynamics and articulations by the instructor and
must apply those marking when rehearsing for about 25 minutes of the lesson (towards the end)
● The teacher will walk around to make sure students aren’t confused with any vocabulary and making sure
they are applying the terminology to their playing
Learning activities for “I can understand the basic function of the ukulele by knowing how the instrument is held
and played in the most comfortable way. (K)”
● Students will know how to hold the ukulele by watching the instructor demonstrate how it is done at the
beginning of the class for about 5 minutes before the warm-up
● The teacher will make sure that each student is comfortable playing the ukulele and is holding the
instrument properly
Learning activities for “I can read standard sheet music by playing the given rhythmic notation at the correct
tempo with stability (S)”
● Students will learn how to play different songs by reading different scores of music with lead sheet chords
and tempo markings during the 25 minutes of free play while also playing the different markings
● The teacher will monitor the students by making sure that all questions are answered if any and that no
one seems too lost
Learning activities for “I can play songs from many different composers by understanding the different origins of
where these composers came from and their general backgrounds (M)”
● Students will know about the composer’s work and what it means to them by conducting some research
about the piece while they learn how to play it for the 25 minutes of free play
● The teacher will make sure that the student is on task and knows what significance this piece has on the
composer
Learning activities for “I can take a song that is of my own interest and learn how to play the song by reading
the sheet music and playing the correct notes at a given tempo (T)”
● Students will along with pieces the instructor gives them will choose a piece of their choice that they want
to learn how to play and practice playing it for the 25 minutes of free play
● The teacher will make sure that the songs each student chooses are challenging enough for the student
since each student has different obstacles to face than others
Learning activities for “I can create visual imagery within a piece by understanding what the text means and
how it is shown through the music (M)”
● Students while learning their pieces in the 25 minutes of free play will also create meaning by showcasing
what these songs mean to them individually
● The teacher will check to see that students find a personal connection with each song and stick with it
throughout the entire piece

Final Assessment Rubric 

Goal/Quality No Evidence  Minimal  Meet  Exceeds 

Evidence  Expectations  Expectations 
1. Realizes the Student has S​ tudent can Student can Student can distinguish
different duration trouble distinguish between distinguish between between different
times for each note or distinguishing different notes and different notes and notes and rests from
rest (M) different rests from the rests from the the whole note/rest
durations for whole note/rest whole note/rest value to the eighth
note and rest value to the quarter value to the eighth note/rest value
values note/rest value note/rest value including dotted
  notes/rests

2. ​Can play a series of Student has Student can Student can Student can p​ roduce
scales and chords (C, trouble playing produce certain produce certain certain scales and
G, F, Am) using certain scales and scales and chords scales and chords chords (C, G, F, Am) on
different fingering chords (C, G, F, Am) on the (C, G, F, Am) on the the ukulele and change
positions at a given ukulele and change ukulele and change chords fluidly with the
tempo (S) chords throughout  chords fluidly with music using different
the music rhythm patterns

3. ​Can analyze a score Student has Student can explain Student can explain Student can explain
of music and trouble each marking each marking within each marking within a
recognize the recognizing within a score with a score with score with summarizing
different markings different a generalization  summarizing what what each term means
indicated within the markings within a each term means and how it should be
score (M) music score and how it should portrayed within the
be portrayed within music, including why it
the music. is important for that
marking to be there.

4. ​Knows how the Student has Student can hold Student can hold Student can hold the
instrument is held and trouble holding the ukulele and can the ukulele and play ukulele and play it
played in the most the ukulele and play it comfortably  it comfortably, with comfortably, with
comfortable way (K) playing it describing its describing its purpose
comfortably purpose by teaching by teaching and
how it can be used showing how it can be
used

5. ​Can read standard Student has Student can read an Student can read an Student can read an
sheet music (S) trouble reading illustrated musical illustrated musical illustrated musical
sheet music score at their own score at a moderate score at the actual
tempo with little to tempo and rhythmic tempo and rhythmic
no rhythmic accuracy. notation and accuracy.
accuracy. 
6. ​Can understand a Student has Student can Student can Student can research a
song’s origins from a trouble research a piece of research a piece of piece of sheet music
composer and his/her researching sheet music and sheet music and and understand the
general background about what the know the know the composer’s implication
(M) music is about composer’s composer’s about the music
implication about implication about through his/her
the music. the music through background
his/her background knowledge.
knowledge.

7. ​Can play songs of Student has Student can choose Student can choose Student can choose a
interest at a difficulty finding a song of their a song of their song of their choice
challenging level for a song that choice and learn choice and learn and learn how to play
themselves (T) challenges them how to play the how to play the the song at any given
song at their own song at any given tempo indicated with
selected tempo. tempo indicated. intonation and
rhythmic accuracy.

8. ​Can create Student has Student can connect Student can connect Student can connect
personal connections trouble with a song and with a song by with a song by
through songs given connecting with showcase it on the realizing the understanding the
(M) the songs given ukulele. imagery the poetry imagery the poetry
creates through creates through music
music and express it and express it on the
on the ukulele as ukulele as their own
their own interpretation with
interpretation. added embellishing
melodies and rhythms.