Unit Plan Outline

Teacher: Reese Massey

Unit Title: Songwriting Unit
Grade: 7th Grade
Number of Classes: 4

MA Frameworks:

Analyze the uses of elements in aural examples representing diverse genres and
cultures.

Compose and arrange short pieces for voices or instruments within teacher-specified
guidelines, using the elements of music to achieve unity and variety, tension and
release, and balance.

Use a variety of traditional and nontraditional sound sources and electronic media when
composing and arranging.

Demonstrate an understanding of how musical elements interact to create

expressiveness in music

Analyze and describe uses of the elements of music in a given work that make it unique,
interesting, and expressive.

National Standards: (Creating, Performing, Responding, Connecting)

MU:Cr1.1.7a Generate rhythmic, melodic, and harmonic phrases and variations over
harmonic accompaniments within AB, ABA, or theme and variation forms that convey
expressive intent.

MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for
arrangements, songs, and compositions within AB, ABA, or theme and variation forms
that demonstrate unity and variety and convey expressive intent.

MU:Cr2.1.7b Use standard and/or iconic notation and/or audio/ video recording to
document personal simple rhythmic phrases, melodic phrases, and harmonic
sequences.

MU:Cr3.1.7a Evaluate their own work, applying selected criteria such as appropriate
application of elements of music including style, form, and use of sound sources.

MU:Cr3.2.7a Present the final version of their documented personal composition, song,
or arrangement, using craftsmanship and originality to demonstrate unity and variety,
and convey expressive intent.

MU:Pr4.2.7c Identify how cultural and historical context inform performances and result
in different music interpretations.
MU:Re7.1.7a Select or choose contrasting music to listen to and compare the
connections to specific interests or experiences for a specific purpose.

MU:Re7.2.7a Classify and explain how the elements of music and expressive qualities
relate to the structure of contrasting pieces.

MU:Re8.1.7a Describe a personal interpretation of contrasting works and explain how

creators’ and performers’ application of the elements of music and expressive qualities,
within genres, cultures, and historical periods, convey expressive intent.

Rationale:
(Why is this unit important, how does it fit into the long term goals of the
curriculum map?)
This unit is important because it begins to give the students more freedom to be
their own musicians and think creatively in finding their own style instead of just
analyzing and playing other composers’ music. Additionally, it educates on why
music is important in a social context and that they, musicians, can have an
impact on the world.

Essential Questions:
Why is writing songs important? Why should I write songs? Who has made an
impact as a songwriter? How do I start songwriting?

Enduring Understanding:
(What will stick with them in the long term- what will they be able to use later in
the year or in years to come?)
Strong writing skills will be developed through using various rhyme schemes and
given themes, which will be useful to them whatever occupation they go into.
Additionally, it strengthens the tools to make music using technology, which is
becoming more and more readily available. Finally, it helps give historical context
to important points throughout history. By listening to the music of a time period,
you can gain a deeper understanding of the history.

Behavioral Objectives:
( Specific knowledge and skills)
Students will demonstrate understanding of form within a contemporary music
context by identifying different sections of several songs with letter names.
Students will begin to practice composition by composing a melody along to an
instrumental track by either singing or recording into Garageband using a midi
keyboard.

Students will practice writing lyrics by changing lyrics to fit various amounts of
syllables and rhyme schemes. Students will demonstrate understanding of lyric
writing by continuing to compose their songs by adding lyrics to the melody they
started last class.
Students will define the main elements of music (rhythm, harmony, melody,
timbre, dynamics, tempo, instrumentation, texture, form, articulation) by
analyzing a piece of music using these elements. Students will demonstrate
understanding of how elements of music relate to symbolism by participating in
group discussion and project planning.

Students will analyze the potential of songwriting as it relates to social change by

taking notes and discussing various influential songs. Students will apply these
inspirations by finishing their original songs and picking a social change topic that
they would use in another song.

Assessment/Evaluation:
Informal: As a group, students will list the number of different sections they hear
in several songs. They will then begin labeling these sections with letters and
terms such as verse, bridge, and chorus. Discussion and puzzle solving of the
symbolism for “Heard it Through the Grapevine” and “Visions”. Students will
participate in class discussion about social change through songwriting.

Formal: Students will record an original melody based upon an instrumental

track of their choosing from the options I give them. Students will alter and
perform new lyrics that they will write based off the original lyrics, rhyme scheme,
and amount of syllables in the original song. Students will apply these concepts
to their original melodies by writing lyrics to them and identifying the rhyme they
use. Students will write a musical analysis of “Eleanor Rigby” to demonstrate
understanding of musical elements. Students will pick a song and describe a way
that they there is symbolism with two or more elements of music. Students will
play their original songs for the rest of the class and the other students will
analyze any symbolism, rhyme scheme, and form.

Long Range Assignment/Project/Product: Students will compose a melody

and lyrics using a specific rhyme scheme as well as other techniques discussed
in class.

Prior Knowledge and Skills:

(What do the students need to know and be prepared to do in advance in order
to be successful in this unit?)
Students must have experience working garageband and some understanding of
creating a melody (by ear, not notation)

Accommodations:
(How does instruction accommodate for special needs and ELL students to
insure equity?)
1. Special needs: If a student has a learning disability and needs help
with their composition, they can be partnered up with someone, or be
given a specific topic to write about. Additionally, I will send them
 recorded examples of each of the rhyme schemes and possible
melodies they could use.
2. ELL: An English language learner could write their composition in their
own language, or use a word bank/rhyming resource to create their
lyrics. Additionally, I will find songs in their native language that show
case some of the rhyme schemes to help their understanding

School to Home/community connection:

(How can student connect this knowledge to their daily lives, community and/or
enhance their skills as global citizens?)
This unit gives an important historical context to some of the music, which leads
to a deeper understanding of events like the civil rights movement. Additionally, it
could give students motivation to pursue songwriting on their own through either
lyrics or melodies, and these could very closely relate to their personal lives,
creating an emotional outlet that they can exercise on their own. Finally, supports
their lives, experiences, and words are important and can make a difference.

Activator:
(What activities will the students do in order to activate prior knowledge to
support the new material in this unit?)
Students will participate in a review of how to work the technology during the first
lesson. Additionally, they will have practice recording melodies, which were
worked on a little in the last unit.

Repertoire:
“Wouldn’t it be Nice” by Beach Boys, “Just the Way You Are” by Billy Joel,
“Overjoyed” by Stevie Wonder, “Eleanor Rigby” by the Beatles, “Heard it Through
the Grapevine” by Marvin Gaye, “Visions” by Stevie Wonder, “For What It’s
Worth” by Buffalo Springfield, “Imagine” by John Lennon, instrumental backing
tracks

Materials Needed:
(List all materials necessary for this unit, including paper, pencils, instruments,
audio visual, digital equipment etc.)
Computers/ipads with Garageband, midi keyboards, projector, white board,
paper, pencil, PowerPoint, speakers, YouTube, elements of music worksheet

Lesson Outlines
(number the lessons in order and add as many as needed)

Lesson #1: Melody Writing and Form

 Behavioral Objective: Students will demonstrate understanding of
form within a contemporary music context by identifying different
sections of several songs with letter names. Students will begin to
practice composition by composing a melody along to an
 instrumental track by either singing or recording into Garageband
using a midi keyboard.
 Assessment/Evaluation: Informal: as a group, students will list the
number of different sections they hear in several songs. They will
then begin labeling these sections with letters and terms such as
verse, bridge, and chorus. Formal: students will record an original
melody based upon an instrumental track of their choosing from the
options I give them.
 Prior Knowledge and activator: Students will have experience
singing and playing instruments by rote in class and thus be
comfortable singing or playing their own melodies. Students will get
a review of how to record into garageband
 Lesson content:
 Warm-up: Listen to “Wouldn’t it be Nice” by Beach
boys and have student write down the number of
different sections they heard
 Students will participate in a group discussion of what
form is within the context of music
 Students will write down my definition of form: Form is
the roadmap of a song, defined by distinct sections or
lack there of
 Students will listen to “Just the way you are” by Billy
Joel and identify where the first section begins and
ends. They will then write down that this section is the
verse.
 Students will repeat this process with chorus and
bridge, using class discussion to define the
characteristics of each
 Students will then analyze the form of two more songs
using both these terms and the letters
 Students will then participate in a review of how to
record in garageband on iPads with a mic/ midi
keyboard
 Students will pick a backing track from my options
and brainstorm ideas for melodies for a verse and
chorus
 Students will begin to record these ideas into
Garageband singing using their voice or using a midi
keyboard

Lesson #2: Lyric Writing

 Behavioral Objective: Students will practice writing lyrics by
changing lyrics to fit various amounts of syllables and rhyme
schemes. Students will demonstrate understanding of lyric writing
by continuing to compose their songs by adding lyrics to the melody
they started last class.
  Assessment/Evaluation: Students will alter and perform new
lyrics that they will write based off the original lyrics, rhyme scheme,
and amount of syllables in the original song. Students will apply
these concepts to their original melodies by writing lyrics to them
and identifying the rhyme they use.
 Prior Knowledge and activator: Students will warm-up by
identifying the form of a song.
 Lesson content:
 Warm-up: Students will review the previous class by
identifying the form of “Overjoyed” by Stevie Wonder
 Students will be handed different lyrics, each with a
different rhyme scheme and they will read them aloud
and identify which lines rhyme
 Students will discuss how each of the rhymes felt (i.e.
stable, tense, incomplete, etc..)
 Students will take notes as we identify different rhyme
schemes (ABAB, XAXA, AABB, AAAA, AXAA/AAXA,
ABBA, and AXXA) and listen to examples of each
 Students will have additional practice identify the
rhyme schemes of many examples
 Students will practice writing lyrics within a given
rhyme scheme by changing lyrics to a song in order fit
a new topic of their choosing
 Students will perform their new lyrics for the class and
identify what rhyme scheme was used
 Students will apply this knew knowledge of rhyme
schemes in order to add lyrics to their melodies

Lesson #3: Symbolism

 Behavioral Objective: Students will define the main elements of
music (rhythm, harmony, melody, timbre, dynamics, tempo,
instrumentation, texture, form, articulation) by analyzing a piece of
music using these elements. Students will demonstrate
understanding of how elements of music relate to symbolism by
participating in group discussion and project planning.
 Assessment/Evaluation: Formal: written musical analysis of
“Eleanor Rigby” to demonstrate understanding of musical elements.
Informal: Discussion and puzzle solving of the symbolism for
“Heard it Through the Grapevine” and “Visions”. Additionally, they
will pick a song and describe a way that they there is symbolism
with two or more elements of music.
 Prior Knowledge and activator: Students should be generally
familiar with most of the musical elements and how they’re
represented (i.e. dynamics=volume and is represented by p and f),
which will be discussed in the warm-up.
 Lesson content:
  Warm-up: Students will fill out a worksheet on the
elements of music by writing down anything that
comes to mind for each of the elements
 Students will discuss their responses to the worksheet
and write down terms that their classmates said
 Students will listen to “Eleanor Rigby” and write down
what all of the elements are doing in the song and
discuss together
 Students will discuss the meaning of the song and
how that could be symbolizing what they just wrote
down
 Students will listen to “Heard it Through the
Grapevine” and “solve” what the symbolism could be
 Do the same procedure with “Visions” by Stevie
Wonder but discuss in groups and then share with the
class
 Students will spend time working on their original
songs and possibly add an element of symbolism

Lesson #4: Power of Songwriting

 Behavioral Objective: Students will analyze the potential of
songwriting as it relates to social change by taking notes and
discussing various influential songs. Students will apply these
inspirations by finishing their original songs and picking a social
change topic that they would use in another song.
 Assessment/Evaluation: Students will participate in class
discussion about social change through songwriting. Students will
play their original songs for the rest of the class and the other
students will analyze any symbolism, rhyme scheme, and form.
 Prior Knowledge and activator: Students will discuss the content
form last class as a warm-up.
 Lesson content:
 Warm-up: Students will discuss their homework from
last class and share their findings
 Students will listen to “For What It’s Worth” by
Springfield and discuss what it might be about
 Students will listen to “Imagine” by John Lennon and
discuss what it might be about
 Students will discuss what “social change” means and
any songs they know that address it
 Students will discuss how social justice songs make a
difference during periods of unrest
 Students will take into consideration these concepts
as they finish their original songs
 Students will share their compositions while the class
analyzes the form, rhyme scheme, and any
symbolism that may have been used