Gemeinschaft Home 

Context Statement:​ ​Men living at the Gemeinschaft home have recently been incarcerated. Men meet once a
week for songwriting group. Ages range from approximately 30-70 years old and are from a variety of cultural,
ethnic and religious backgrounds. Some of the men are parents. Many of the men are former drug addicts. Most
of the men are coming to group after working a full day in low class jobs. Some men are unemployed. The
importance and impacts of these factors are different for each individual. The group meets in a community room
at the Gemeinschaft home.

Stage 1 - Desired Results 

Standards: Goals:
High School Instrumental Music,
Beginning Level ​VA SoLs

HIB.1 The student will I can participate by singing with others during group sharing.
echo, read, and notate I can echo the melody that our group came up with by reading the lyrics I helped create
music, including 1. I can read and sing the song I helped create by working with my group.
identifying, defining, I can identify parts of a song that I think are weird by changing the words in a sentence.
and using basic standard I can sing a short song by varying the pitch and rhythm of my words.
notation for pitch, I can create music by writing down lyrics and performing them in my group.
rhythm, meter,
articulation, dynamics,
and other elements of
music; and 2. singing
selected lines from
music being studied.

HIB.2 The student will
echo, read, and perform
rhythms and rhythmic
patterns, including
whole notes, half notes,
quarter notes, eighth
notes, dotted half notes,
dotted quarter notes,
corresponding rests,
and syncopations.
I can perform different rhythms by using my body to sing, clap or tap my foot.
I can echo the rhythm that someone else creates.
I can use alternate performing with periods of silence.
I can use different durations of time when performing songs.
I can make changes to my performances by changing the types of rhythms I use.
I can remember the rhythms I created by sharing them in small and large groups.

HIB.8 The student will I can come up with words to put into a song.
use music composition I can express my thoughts by writing them down.
as a means of I can create an original song.
expression by 1. I can write the sounds I want down so that others can read and understand it.
composing a I can use technology to help create my song.
four-measure I can use what I have previously heard in music to inspire my own creations.
rhythmic-melodic
variation; and 2.
notating the
composition in standard
notation, using
contemporary
technology.

HIB.10 The student will I can choose the instruments I want in my song.
demonstrate I can identify how and why I chose the instruments that I did.
preparatory I can identify what aspects of instruments I want to use in my song. (ex. pizz or arco)
instrumental basics and I can treat the instrument properly and with care.
playing procedures, I can demonstrate how the instrument should be played.
including 1. I can explain why the instrument I chose plays an important role in music.
identification and
selection of an
appropriate instrument;
2. identification of the
parts of the instrument;
3. procedures for care
of the instrument; 4.
proper playing posture
and instrument
position; 5. wind
student—embouchure;
6. string student—bow
hold and left-hand
position; and 7.
percussion
student—stick grip for
snare drum and mallets;
setup of timpani, mallet
instruments, and
auxiliary instruments.

HIB.12 The student will I can participate in the sharing of songs.

demonstrate ensemble I can match and blend with the volume of the other performers.
skills at a beginning I can adjust the sounds of the instrument I am using to be in tune.
level, including 1. I can match the style of the other performers.
balancing instrumental I can maintain a steady tempo throughout my song.
timbres; 2. making I can make sure the important parts of the song are able to be heard by the listeners.
adjustments to facilitate
correct intonation; 3.
matching dynamic levels
and playing style; 4.
responding to
conducting patterns and
gestures; and 5.
maintaining a steady
beat at various tempos
in the music literature
being studied.

HIB.15 The student will I can echo exactly what a person sing/plays to me.
perform simple I can create an appropriate response to what someone sing/plays to me.
rhythmic and melodic I can alter my response using different sounds or rhythms.
examples in I can take turns participating as a group and an individual.
call-and-response styles. I can
I can

HIB.17 The student will I can explain how instruments sound.

demonstrate I can track the time I spend practicing
musicianship and I can share what I have created at a community event.
personal engagement I can describe how I created my song to other people.
by 1. identifying the I can listen to others when they are performing.
characteristic sound of I can observe the differences in others performances and my own.
the instrument being
studied; 2. monitoring
individual practice
through the use of
practice records or
journals that identify
specific musical goals; 3.
participating in school
performances and local,
district, or regional
events, as appropriate
to level, ability, and
interest; and 4.
describing and
demonstrating rehearsal
and concert etiquette as
a performer (e.g., using
critical aural skills,
following conducting
gestures, maintaining
attention in rest
position).

HIB.20 The student will I can explain why the way someone wrote a song is significant.
analyze and evaluate I can describe other peoples music.
music by 1. describing I can form an opinion of a song and explain it.
the importance of I can critique the performances of myself and others.
composers’ use of style, I can describe how culture affects music.
cultural influences, and I can discuss how my background affects the music I write.
historical context for the
interpretation of works
of music; 2. describing
and interpreting works
of music, using inquiry
skills and music
terminology; 3.
describing accepted
criteria used for
evaluating works of
music; 4. describing
performances of music,
using music
terminology; and 5.
describing accepted
criteria used for
critiquing musical
performances of self
and others.

HIB.21 The student will I can create my own definition of music and explain it.
investigate aesthetic I can explain my musical preferences.
concepts related to I can identify how music can bring up emotional responses.
music by 1. proposing a I can discuss why individuals have different preferences in music.
definition of music and I can identify how music has had an impact on my life.
supporting that I can share why music is important to me to the comunity.
definition; 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; 4. describing
aesthetic criteria used
for determining the
quality of a work of
music or importance of
a musical style; and 5.
explaining the value of
musical performance to
the school community.

Generative (Essential) Questions:

How can we express our thoughts in a song?
What aspects of music do we like/dislike?
How can music be an opportunity to share with the community.

Stage 2 - Evidence 

Successful Achievement includes:

❏ Create original lyrics by working in small groups
❏ Discuss the meaning of the original work
❏ Explain the meaning of the song to others
❏ Experiment with using different instrumental styles
❏ Support others when they perform and share their songs by being an active listener

Final - the students will choose at least one song they created over the course and share it at a community event.

Stage 3 – Learning Plan 

Day 1
Introductions: At the start of the session each person will introduce themself saying the name they like to be
called and one thing they would like to see more of in the world.

Song Writing: Teacher divides students into smaller groups of 4. Each small group will create their own song.
Before the conclusion of session time all small groups will share the song they wrote with the large group.

Song Prompt: The participants do not need to strictly follow the prompt that is given but should be used to help
prompt ideas. Participants can determine “what is something you would like to change?” and interpret that in
their own creative process to create a song.

Day 2
Introductions: name; one thing you are looking forward to.
Song Prompt: What is something you hope to achieve?

Day 3
Introductions: name; one thing that makes you unique
Song Prompt: What is something you want people to know?

Final Assessment Rubric 

Goal/Quality No  Minimal  Meet  Exceeds 

Evidence  Evidence  Expectations  Expectations 

Creating songs The student The student  The student engages In addition, the student
does not show does not  with the group to encourages the other
up for session participate in  create content and group members to
creating content.  listens to the participate and takes on
time.
thoughts and ideas of a leading role in the song
 others. writing process.

Sharing songs The students The student  The student In addition, the student
does not show participates in  participates in both encourages others to be
up for session song writing but  small group creation active audience members
does not engage  and large group to the music that is being
time.
with their music  sharing. presented.
when sharing 
with the large 
group. 

Musical Variety The student The student only  The student uses at The student explores
does not show uses one  least 2 different various instrumental
up for session instrumental  instrumental techniques and musical
technique or  techniques or musical styles when creating
time.
musical style  styles that they are their songs. They share
over the  familiar with. musical backgrounds and
duration of a  talents with others and it
song and over  is reflected in the created
the course of all  content. Upon listening
sessions.  and learning about other
styles, the student
actively strives to
incorporate what they
now know into their
songs.

Growth The student The student  The student In addition, the student
never attends demonstrates  demonstrates clear has become a role model
a session. some small  changes over the for others. They create a
changes over  course of the sessions welcoming environment
the course of the  in regards to for everyone and share
sessions in  participation, their personal
regards to  engagement, experiences of growth to
participation,  listening and make others
engagement,  cooperating. comfortable.
listening and 
cooperating. 

Participation The student The student  The student engages In addition, the student
never attends attends sessions  in producing content, emerges as a leader and
a session. but does not  sharing and listening. encourages others to
participate in  participate.
activities.