Date submitted: 7/17/2008 

Learning Targets: What you want students to know and be able to do as a result of learning process	Assessment Criteria: The observable traits and dimensions of meeting the learning target—what it looks, sounds, or feels like when the student demonstrates this newly acquired knowledge or skill.
Be able to describe syncopation. Understand the rhythm of the blues is often syncopated.	Clap the syncopated rhythm of “Good Morning Blues” and “Homesick Blues” Be able to explain what syncopated rhythm is to a peer or teacher.
Sing “Good Morning Blues”	Sing with a clear tone and expressive voice. Attempt to bend the blues notes.
Describe form of the blues song and blues poetry.	Show a peer or teacher that a blues stanza has a rhyme scheme, as well as two lines that repeat and a third line that answers. Each line has a syncopated rhythm (da-DUMM, da-DUMM) Sing da-Dumm to the tune of “GMB”
Compose a song using their knowledge of the blues stanza.	The student’s blue stanza contains all of the above details in its form. The stanza can be sang to the rhythm and tune of “Good Morning Blues”

Responding/Reflecting: Guiding Questions before, during and after the lesson activity that help students build critical thinking skills, link big ideas with historical/cultural resources, and reflect on and assess their own and other’s art.
1. Describe	2. Analyze
What is syncopation? What is the key signature of the song? What is a blues note?	Why do blues musicians bend notes?
What do blues notes communicate?	How does singing the blues notes make you feel?
What is the rhythm of this poem? What is the rhyme scheme? What is the pattern of the lines?	Why is this form used? Why are the lines repeated?
3. Interpret	4. Evaluate
What does the form of poetry, music communicate?
What gives you the blues? What did you write about?	Why did you write it that way?
What are you trying to communicate?	Did you enjoy writing the blues? Would you do it again? What made it difficult/easy? What helped you be successful?

Learning Sequence: Indicate steps needed to achieve learning targets Note Idaho Humanities Content Standard/student artistic process element addressed in each step
1.                                                                                                      CreatePerform/ExhibitRespond/Reflect Students will listen to a recording of “Good 4. Ask students to share with their neighbor what gives them the blues. Students can share ideas with the class in one word Assign students to write their own blues stanza using the form studied today. Show them the example of “Green Eggs and Ham” to demonstrate how the blues can be about anything they choose. The stanza should have the syncopated rhythm and be able to be sung to the tune of “Good Morning Blues” Tell them they will be able to share their songs in a future class. Depending on student interest this step could lead to another entire class of editing and performing—individually or in small groups. In a unit culminating activity students can incorporate invidiual compositions in a “Blues Rondo” Morning Blues” by Leadbelly and Observe, Describe, Interpret, Evaluate (ODIE) what they hear to review the previous lesson.   Check for understanding by: In-process assessment of student learning through questions, self reflection, teacher scan, peer sharing, checklist, or other assessment tools
2.                                                                                                     CreatePerform/ExhibitRespond/Reflect Students will then clap the rhythm of the song (In 5th Grade text) and then hum the melody with da-DUMM, da-DUMM with the CD. Note that the rhythm has a syncopted feel—with stress on the second part of the beat, giving the song a swing feel. Students will then sing “Good Morning Blues” a few times with expression. Note the key signature and the additional accidentals are “bent” or blues notes, and they can bend the notes as they sing with a slide into the note.  Check for understanding by:
3.                                                                                                      CreatePerform/ExhibitRespond/Reflect Read the “Homesick Blues” by Langston Hughes together. Ask students to observe the form of the song and then compare it with “Good Morning Blues.” Try reading and clapping the rhythm. Could “Homesick Blues” be sung to the tune of “Good Morning Blues?” Sing “Homesick Blues” to “Good Morning Blues.” The poem can be sung because it has the same rhythm and form. Leading to the conclusion that this form is a common form in the blues.  Check for understanding by:
4.                                                                                                      CreatePerform/ExhibitRespond/Reflect Ask students to share with their neighbor what gives them the blues. Students can share ideas with the class in one word Assign students to write their own blues stanza using the form studied today. Show them the example of “Green Eggs and Ham” to demonstrate how the blues can be about anything they choose. The stanza should have the syncopated rhythm and be able to be sung to the tune of “Good Morning Blues” Tell them they will be able to share their songs in a future class. Depending on student interest this step could lead to another entire class of editing and performing—individually or in small groups. In a unit culminating activity students can incorporate invidiual compositions in a “Blues Rondo”  Check for understanding by:
5.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
6.                                                                                                      CreatePerform/ExhibitRespond/Reflect Check for understanding by:
Responding: Closing Reflection with Students Did you achieve the learning targets? How effectively did you meet each assessment criteria for the lesson? Ask students to share their stanza with a small group or partner. Check the work to make sure it includes all of the elements of the form. In a group ask students to reflect on the process of writing the song. Ask students who felt they were successful to share what techniques they used to help them.