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Music 670

Elementary Teaching Unit

I IV V Chords

Matt Scott

November 7th, 2017


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Table of Contents

Introduction. 3

Pre-Assessment (overview)... 4

Post-Assessment (overview). 4

Unit Outline.. 5-8

Pre-Assessment (lesson).... 9

Lesson 1: Barbara Ann (Prepare)... 10-12

Lesson 2: The Lion Sleeps Tonight (Prepare).......... 13

Lesson 3: When the Saints Go Marching In (Prepare)... 14

Lesson 4: Barbara Ann (Present)... 15-16

Lesson 5: When the Saints Go Marching Now (Practice) 17-18

Lesson 6: The Lion Sleeps Tonight (Practice)........ 19-20

Lesson 7: Joy to the World (Practice).21-22

Lesson 8: Amazing Grace (Practice)..23-25

Lesson 9: Up on the Housetop (Practice)..26-28

Lesson 10: Composition (Practice).29-30

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Introduction
The focus of the unit is the use and identification of the 1, 4, and 5 chords
in music. The prior knowledge the 5th grade students will bring with them as we
learn this unit is their knowledge of the 1 and 5 chords. In their 4th grade year the
students will have learned about the functions of the 1 and 5 chords, as well as
being able to aurally identify those chords in music. Now that we are adding the
4 chord, they will learn the purpose of the chord as well as be able to aurally
identify it.
Going along with the main lesson of the 1, 4, and 5 chords, the students
will be expected to perform musically and be rhythmically accurate. Singing is a
very big part of this unit, as is playing keyboard instruments, and occasionally
body percussion is also used. The keyboards will be emphasized as a way for the
students to visually see the distance between chords, and so that they can
associate pitches with each key. This way when they read sheet music and play a
note, they should know if that is the correct note. They students will also learn
how to properly hold a mallet (lesson 1), identify why a piece can invoke certain
emotions based on its musical qualities (such as tempo, dynamics, and
articulation) (lesson 9), and identify the beginnings/ends of phrases (lesson 7).
An important part of the music curriculum is knowing the history and
origins of where the piece came from. Included in this unit are compositions
from outside of the Western tradition and we will be discussing where those
pieces came from. Another important part is knowing how music relates to other
subjects. When students can connect the dots between two subjects and see how
they are related, they view that information as more important and the students
will be more likely to engage in the lesson.
As previously stated above, history is one of the most important and
easiest cross-curricular connections to make with music. When we know who
wrote a piece, where they were from, whether the piece was written about a
specific event, etc., that can determine a lot about the style of the piece and how
it should be played. Connecting to math, notes are fractions of other notes. For
example, a whole note consist of four beats, and half note two beats, a quarter
note 1 beat, eighth note beat, 16th note of a beat, etc. Music also applies to
physical education. Professional musicians stretch before playing their
instruments because of how physically involved playing an instrument is. In
relation to this unit, the students are dealing with many actions, dances, and skits
to help them understand the concepts being taught in the unit.

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Pre-Assessment
Before the students can learn the 4 chord, it is important for the students to be
comfortable with what they already know. That is why before we can dive into
the unit, we must check for the students prior knowledge. This will include a
song they learned last year (Frre Jacques) as a review. If my students need their
skills strengthened in this area, I have a plan to review these concepts with a
lesson from the previous year.

Post-Assessment
The purpose of the post-assessment is to check and see what your students have
learned since the beginning. Ending with a composition lesson is a great way for
the teacher to see what they learned because the composition is their own
creation. After being presented a melody, it is up to the students to decide what
chords should go where.

Unit Outline
Zoltn Kodly invented a method of teaching a concept in three main steps:
Prepare, Present, and Practice. All of these steps are included within this unit. So,
what are these three steps?

Prepare
Prepare is the first of the three steps in the Kodly method. The teacher
introduces a new idea and has the students perform that new element; but the
teacher does not tell the students what they are learning.

1. Barbara Ann

Barbara Ann was originally written by The Regents, not the Beach Boys (who
made the song as famous as it is). The Beach Boys were in need of one more song
to fulfill their contractual obligations. The Beach Boys didnt want to spend
anymore time recording than they needed to, so they decided to sign a party
song. In the uncut version, the Beach Boys repeat the chorus over and over;
singing it a bit sillier each time.

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This song is an easy way to introduce the concept of 1, 4, 5 (even though that
wont be announced until the Prepare stage). The song is also fun, and will be a
good way to get the students engaged and interested in the lesson.

2. The Lion Sleeps Tonight

Solomon Linda composed the song, even though he didnt know how to read or
write. Linda was born in the Zulu heartland of South Africa in 1909. In his
childhood, Linda was a herder whose job was to protect the cattle against the
main predator: the lion. The phrase mbube zimbe means lion stop. When
Linda and his group the Original Evening Birds first cut a 78-rpm recording of
the song in 1939, it became the first African record to sell over 100,000 copies.
Lindas song gained popularity throughout Europe, but Linda received the
rough equivalent of 87 cents today, for signing over the rights of the song to
Gallo Studios. The lack of royalties paid to Linda and his family resulted in his
daughter, Adelaide, dying of AIDS at 38 years old because of not being able to
pay for the anti-viral treatment that could have very well saved her life.

This song is relatable to the students. Most (more than likely) have seen the
famous move Lion King, where a short segment of the song is performed by
Timon and Pumba. Like Barbara Ann, it is a very fun song to sing with the
recognizable Wimohweh section.

3. When the Saints Go Marching In

The Saints, as it is often referred, is so popular that many details of its origin is
actually unknown. There is no official composer, and while many believe it is
derived from a gospel, there is no definitive proof of that. No matter where it
really did come from, The Saints has become immensely popular in New
Orleans. It is a song that is used in celebration; as well as in death. Many funerals
have been held where The Saints is played at the burial site, and played again
as everyone departs. It is also played at ever New Orleans Saints football games.
Several decades ago, the song was in demand so much that bands would charge
extra to play it because they were so tired of playing it.

This song is incredibly popular and represents a culture in the United States that
is prominent in one part of the country. The recording chosen for this lesson
wasnt by accident or because it was on the first page of Google; I chose this

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recording because of who it is performing it, and the style it is performed. I want
my students to embrace the unique style of this piece.

Present
Present is the second of the three steps. Prepare is when the teacher mentions the
new element that the students are learning, so the students are now actively
aware of what it is they are learning. This is also bring back a familiar lesson to
help connect the dots in the students brains.

4. Barbara Ann

Historical context is listed in number 1 above.

In repeating this lesson, the teacher will tell the students the purpose of the 1, 4,
and 5 chords. The students will also get to see the music notations for the first
time.

Practice
Practice is the third and final stage of the Kodly method. This is the stage where
the teacher comes up with creative ways to solidify the new element for the
students.

5. When the Saints Go Marching In

The historical context is listed above in lesson two.

This lesson lets the teacher visually see who understands the lesson and who
needs some extra help. The students will jump between the 1, 4, and 5 chord
notes as they hear those specific chords in the music. This way the teacher can
see who jumps late following other people (or early) and who jumps to the
wrong note on the staff.

6. When the Lion Sleeps Tonight

The historical context is listed above in lesson 3.

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This lesson allows the students the freedom to move to the music as they see fit.
In the second half, the students will pair up with another student to create a
short skit during the improvisation section of the music.

7. Joy to the World

Ode to Joy was not meant to be a song. It was instead written as a poem by Isaac
Waats, and over a century later, music was added to the words.

This lesson has the students improvising a body percussion melody over certain
chords. During the 1 chord, the students will stop their feet. During the 4 chord
sections, the students will snap. Finally during the 5 chord, the students will clap
their hands.

8. Amazing Grace

Amazing Grace is a hymn that just about everyone in the world knows. John
Newton, a former slave trader-turned Christian composed the song after a
tumultuous 11 days at sea during a storm. It was on the 11th day he began to
view slaves in a more sympathetic light. He became a minister, fulfilling his
mothers wishes for him. With Newtons experience in the slavery industry, he
was a major force that led to the abolition of slavery from Britain.

Only God's amazing grace could and would take a rude, profane, slave-trading
sailor and transform him into a child of God. Newton never ceased to stand in
awe of God's work in his life.

Amazing Grace is one of the most powerful and emotional pieces ever
composed. It is known all throughout the world. This song will help the students
sing with emotion, but also to play both the melodic and background parts to the
song. This way the students will be able to see how the melodic and background
textures make musical sense.

9. Up on the Housetop

This is a fun and very interactive lesson in which the students get to act out the
story that is being told in the music. The students will pretend they are Santa
Clause out to deliver Christmas gifts. The students also get to know why the
song sounds the way it does through tempo, dynamics, and articulations.

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10. Composition

For this assignment, there is no historical context. The purpose of this lesson is to
give the students a chance to apply their knowledge of the chords into their own
compositions. This is a good post-assessment because it shows off the students
knowledge of the chords, and knowing what makes sense to put underneath the
melody presented to them.

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Lesson Plans

Pre-Assessment

Objective: By the end of the lesson, the students will visually show the teacher
where the 1 and 5 chords are in the song Frre Jacques by using their fingers.

Materials:

Frre Jacques recording: https://www.youtube.com/watch?v=BC6rvbxdywg


(stop at 1:32)
Laptop/iPad

- In our new unit, we will be building off of what you learned last year.
- Last year we worked with the song Frre Jacques and listening for the one and
five chords in the song, so we will be reviewing that today.
- When you hear the one chord, I want you to hold up one finger. On the five
chord, I want you to show me all five fingers.
-If you remember the words, sing along!
- The teacher will play the recording, and the students will show which chord is
being played with their fingers.

Assessment: The teacher will look at the students fingers to check that they are
holding the correct fingers up at the appropriate time.

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1. Barbara Ann

Standards Being Addressed: MU:Pr4.2.5c Explain how context (such as social,


cultural, and historical) informs performances.

Objectives: The students will be able to sing Barbara Ann with accurate pitch
and rhythm and identify 1, 4, and 5 chords within the song (G, C, D).

Materials of Instruction:
Laptop
Recording of Barbara Ann: https://www.youtube.com/watch?v=vPRonG87eKw
Piano
Keyboard instruments
Historical Background:
http://songsandcircumstances.blogspot.com/2005/06/beach-boys-barbara-
ann.html

Sequence:

Entry Activity/Transition: The teacher will welcome the students to class and
explain the new unit. We will begin to identify 1, 4, and 5 chords in popular
songs. In these songs, we will learn how to sing correct rhythm and pitch,
improvise, dance, and recognize the aforementioned chords.

Activity #1:

- The teacher will provide the students with a historical background of the song
Barbara Ann.
- The teacher will play the recording of Barbara Ann. This is to let the students
know what the song sounds like.
- The teacher will then demonstrate on the piano what the 1, 4, and 5 chords (G,
C, and D) sound like on piano. The teacher will play the chords just for the sound
and will not tell the students anything more about the chords.
- The teacher will then play the recording again, and ask the students to raise
their hands when they hear any of these three chords.
- The teacher will now play the recording again and ask the students to focus on
memorizing the words. They may sing aloud if they wish.
- The teacher will break the song into small sections and will work with the
students on memorizing the words, and then putting the sections together until
the whole song is performed accurately with correct words. The recording will

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be played in the background during the test after the song as been memorized
as a helpful reminder to the students.

Assessment: The teacher will evaluate that the students have accurately
performed the words to the song.

Transition: The teacher will have the students pair up

Activity #2:
- The teacher will go to the piano and call up pairs of students at a time to go up
to the piano. The other students will work together to create a skit with props
based on the music.
- The teacher will work with the students (that go up to the piano) on matching
the starting pitch. The small groups at the piano are to help the teacher get more
individual attention with the students and help them learn how to match pitch. If
a student struggles, their partner can help them later on (the teacher would only
move on in the interest of time). This will act as a review more than new
information.
- As each group of two finishes the meeting at the piano, every two groups
would then get together and work together to put each others ideas into a skit.
- The teacher will have each group present their skit along with the recording.

Assessment: The teacher will evaluate the use of props and creativeness
in the skits. No right or wrong ways to act, but making sure the students
were creative in their decisions in their skits.

Activity #3:
- The teacher will have the students get the small keyboard instruments out at
the beginning of class.
- The teacher will show the students how to properly hold a mallet
- The teacher will tell the students what do (G) is, and have them play that note
on the instrument
- The teacher will then tell the students that the 4th of the scale is C, and ask if
they know what the fifth is (which they should know)
- The teacher will have the students play G, C, D, until the students have shown
proficiency in playing those notes
- The teacher will play the recording and tell the students to listen for parts of the
song that seem to be based around G, C, D

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- The teacher will clarify when those chords are played within the song
- The teacher will play the recording again and have the students play quarter
notes on G, C, and D when appropriate
- The teacher will have the students sing G, C, and D notes and work with them
until the pitches are accurate
- The teacher will have the students sing along with the recording on the accurate
pitches and play the keyboard instruments
- The teacher will ask if any volunteers would like to have their names
substituted in for Barbara Ann. The class will sing the song with the new name

Assessment: The teacher is checking for accurate pitch and rhythm in the voice,
as well as the correct notes being played on the instruments.

Closure: Review of what the students have learned throughout the sequence,
and tell them what the plan for the next song is.

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2. The Lion Sleeps Tonight

Objective: The students will be able to sing Lion Sleeps Tonight with accurate
pitch and rhythm, and identify 1, 4, 5 chords in the song (F, Bb, C).

Standards: MU:Pr5.1.5a Apply teacher-provided and established criteria and


feedback to evaluate the accuracy and expressiveness of ensemble and personal
performances.
Materials required:
Laptop
Piano
Keyboard instruments
Recording of Lion Sleeps Tonight:
https://www.youtube.com/watch?v=mwy5uqemp6c
Historical context: http://performingsongwriter.com/lion-sleeps-tonight/

Sequence:
Early Activity: The teacher will play a recording of Barbara Ann at the beginning
of class, and ask the students to raise their hands and use their fingers to show 1,
4, or 5 to identify which chord is being played.

- The teacher will explain that the previous activity was a review for knowing
what the 1, 4, and 5 (G, C, D) chords sound like.
- The teacher will now play the recording of Lion Sleeps Tonight, and ask the
students if they hear anything similar to Barbara Ann.
- At the end of the song, the teacher will ask the students if they noticed anything
that was similar.
- The teacher will go to the piano and play the 1, 4, and 5 chords (F, Bb, C) to let
the students hear what those chords sound like.
- The teacher will then play the recording again, and ask the students to raise
their hands when they hear any of these three chords.
- The teacher will give the students the starting note, and then start the
recording.
- The teacher will now play the recording again and ask the students to focus on
memorizing the words. They may sing aloud if they wish.
- The teacher will break the song into small sections and will work with the
students on memorizing the words, and then putting the sections together until
the whole song is performed accurately with correct words.
-The teacher will tell the students to audiate the words as the recording plays.
Assessment: The teacher is checking for accurate pitch and rhythm in the voice

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3. When the Saints Go Marching In

Standards: MU:Pr4.2.5c Explain how context (such as social, cultural, and


historical) informs performances.

Objective: The students will sing When the Saints Go Marching In with accurate
pitch and rhythm and identify 1, 4, 5 chords (C, F, G).

Materials:
Laptop
Piano
Keyboard instruments
Recording 1: https://www.youtube.com/watch?v=1v3xNnPQK9o
Historical Background: https://mysendoff.com/2013/05/when-the-saints-go-
marching-in-origins-of-the-gospel-song/

Sequence:

Early Activity: The teacher will explain that there is one more song to this part of
the unit, with the focus still on the 1, 4, 5 (C, F, G) chords.

- The teacher will go to the piano and play the 1, 4, and 5 chords (C, F, G) to let
the students hear what those chords sound like.
- The teacher will then play the recording and ask the students to raise their
hands when they hear any of these three chords.
- The teacher will give the students the starting note, and then start the
recording.
- The teacher will now play the recording again and ask the students to focus on
memorizing the words. They may sing aloud if they wish.
- The teacher will break the song into small sections and will work with the
students on memorizing the words, and then putting the sections together until
the whole song is performed accurately with correct words. The recording will
be played in the background during the test after the song as been memorized
as a helpful reminder to the students.

Assessment: The teacher is checking for accurate pitch and rhythm.

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4. Barbara Ann

Standard: MU:Pr4.2.5b When analyzing selected music, read and perform using
standard notation

Objective: By the end of the lesson the students will be able to aurally identify
the 1, 4, and 5 chords in Barbara Ann.

Materials:

Laptop/iPad,
Projector
Piano
Keyboard instruments
Recording of Barbara Ann: https://www.youtube.com/watch?v=vPRonG87eKw
Recording of Frre Jacques: https://www.youtube.com/watch?v=BC6rvbxdywg
(up to 1:32)

Sequence:

- The teacher will have them give them the starting note (C) and ask If C is
tonic, what would the 5 chord/dominant chord be? Students will raise their
hands and the teacher will call on one student who will say: The 5 chord is G.
- The teacher will ask what the purpose of the 1 and 5 chord are (1 is the home

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tone the music is based around, while the 5 can be a high point and usually
wants to lead us back to 1
- The teacher will play the recording and have the students play their
instruments by ear to see when the 1 and 5 chords appear in the music
- The teacher will play the recording again if the students need a second attempt
- The teacher will play a recording of Barbara Ann and ask the students to
aurally identify something that is not 1 or 5. During the recording the students
will pat their legs when they hear a 1 chord, shoulders for a 5 chord, and stop
patting when they hear the new chord.
- The teacher will show the students the music for Barbara Ann and will ask for a
volunteer to notate where the 1 and 5 chords occur, with a ? where the
different sound (4 chord, but the teacher wont tell them its the 4 chord) is
- The teacher will tell the students that the chords they have been identifying are
the 1, 4, and 5 chords
- The teacher will have the students get their keyboard instruments out and find
Do (G)
- The teacher will then explain how to find the 4 chord from Do. Since they
already know what the 4 chord is, they wont need to find it, but they will know
how to find it in other keys and notice the relationship from Do
- The teacher will then have the student find the 5 chord from the 4 chord
- The teacher will then have the students vocalize 1, 4, 5, on each of the respective
notes. The teacher will assess accuracy of pitch
- The teacher will then play the recording and have the students play those same
chords while vocalizing 1, 4, 5 on the respective notes

Assessment: The students will write down on a piece of paper their definitions
of the 1 and 5 chords, and they add what they think the purpose of the 4 chord is.

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5. When the Saints Go Marching In

Standards: MU:Pr4.2.5c Explain how context (such as social, cultural, and


historical) informs performances.

MU:Cn11.0.5a Demonstrate understanding of relationships between music and


the other arts, other disciplines, varied contexts, and daily life.

Objective: By the end of the lesson the students will be able to aurally and
visually acknowledge the chord changes in When the Saints Go Marching In
through a physical jumping activity in which the students also sing the root of
each chord (1, 4, 5).

Materials:

Laptop/iPad
Piano
History/background of When the Saints Go Marching In
http://www.knowlouisiana.org/entry/when-the-saints-go-marching-in
Masking Tape
Recording of When the Saints Go Marching In:
https://www.youtube.com/watch?v=wyLjbMBpGDA
Checklist:
Students land on the down beats of the chords
Students land on the correct note
Students accurately sing each pitch

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Sequence:

- The teacher will tell the students that the next few lessons will be solidifying the
information they have learned about aural identification of the 1, 4, and 5 chords
- The teacher will conduct a short review with Barbara Ann so they can familiarize
themselves with the newly learned concept. The students will pat their legs when
they hear the 1 chord, shoulders for the 5 chord, and head for the 4 chord
- The teacher will introduce the new song, When the Saints Go Marching In and will
have the students listen to it one time
- The teacher will play the song again and will ask the students to pat their legs for
the 1 chord, head for 4 chord, and shoulders for the 5 chord
- The teacher will show the students the music to When the Saints Go Marching In
and will have ask for a volunteer to mark where each chord occurs
- The teacher will talk about the history of the song and where it came from. This
would include a short presentation with key facts about where the song came from
as well as pictures of the area the composer is from
- The teacher will have two-five rows of tape on the floor, which represents the
musical staff
- The teacher will have the students line up on Do (D)
- For this activity, you will start on Do, and when you hear the 4 chord you will
jump to that line (G), and when you hear the five chord, you will jump to the 5 chord
(A), and jump to 1 (D) when you hear the 1 chord. The teacher will also emphasize
bodily awareness and being careful when jumping from spot to spot
- The teacher will conduct a short lesson of how the activity will work. The teacher
will go to the piano and play the 1 chord, where the students are already standing.
Next, the teacher will play the 4 chord and will have the students jump to G. Then
the teacher will play the 5 chord and the students will jump to A. Then the teacher
will play the 1 chord again and have the students carefully jump backwards onto the
1 chord note D
- The teacher will explain further if necessary
- The teacher will play the recording and the students will resume with the jumping
activity
- After the song ends, the teacher will give the students a moment to catch their
breath
- The teacher will then go to the piano and have the students sing D, G, and A
- The teacher will repeat step 9 but will have the students singing each note as they
jump
- The teacher will play the song again as the students repeat the jumping activity,
but singing the notes (D,G,A) as they jump.

Assessment: The teacher will grade the students based on the checklist.

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6. The Lion Sleeps Tonight

Standard: MU:Cr1.1.5a Improvise rhythmic, melodic, and harmonic ideas, and


explain connection to specific purpose and context (such as social, cultural, and
historical).

MU:Cn11.0.5a Demonstrate understanding of relationships between music and


the other arts, other disciplines, varied contexts, and daily life.

Objective: By the end of the lesson, the students will have improvised by
themselves during the 4 chord parts of the song.

By the end of the lesson the students will create a body percussion pattern with a
partner during the parts of the song that have the 4 chord.

Materials:

Computer/ipad
Historical context: http://performingsongwriter.com/lion-sleeps-tonight/
Piano
Recording: https://www.youtube.com/watch?v=mwy5uqemp6c
Checklist:
The students can match pitch with minimal errors

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The students can sing rhythmically accurate with minimal errors


The students participate in the activity

Sequence:

- The teacher will have the students lineup in a circle


- The teacher will tell the instructions of the game
- When you hear the one chord, you will walk clockwise. Dont start moving at
the very beginning; instead wait for the percussion to come in before you start.
When you hear the five chord, you will skip (while paying attention to spacing).
When you hear the four chord, you will improvise using body percussion. This
can include dancing by yourself or pairing up with a classmate who is next to
you
- The teacher will go to the piano and play the first chord of the song and the
students will listen to the pitch without vocalizing
- The teacher will play the chord again and will have the students vocalize the
pitch.
- The teacher will start the recording, and the students will begin singing and
moving when the percussion comes in
- The teacher will have the students pair up with one of their classmates to work
on their own sequence of physical actions (clapping, patting, stomping, etc.) to
the beat of the song that will occur during the 4 chord parts of the song. The
teacher will walk around the room making sure students stay on task and offer
any help the students might need
- The teacher will play the recording again. The students will still be walking in
the circle with the same instructions as earlier, and will now add in the sequence
during the 4 chord parts of the song
- The teacher will have the students sing the song without the recording, and the
teacher will ask for any groups to volunteer to show off their sequence.

Assessment: The teacher will be evaluating pitch and rhythmic accuracy using
the checklist.

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7. Joy to the World

Standards: MU:Pr4.2.5c Explain how context (such as social, cultural, and


historical) informs performances.

MU:Pr4.2.5b When analyzing selected music, read and perform using standard
notation

Objective: By the end of the lesson, the students will improvise a body
percussion movement according to which chord is being played.

Materials:

Recording: https://www.youtube.com/watch?v=MpgaWm2pnNs (stop at 1:07)


Laptop/iPad
Projector
Piano
Dry erase markers
Historical context: https://www.umcdiscipleship.org/resources/history-of-
hymns-joy-to-the-world

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Sequence:

- The teacher will have the students standing in rows as they enter the classroom
- The teacher will put the sheet music on display on the board, and well tell the
students to read only the treble clef line
-The teacher will tell the students to focus on where the 1, 4, and 5 chords appear
in the music
- I will play the tonic of the chord, then the subdominant, and finally the
dominant. What is the tonic in the key of C? Students reply C. What is the
subdominant of C? F. What is the dominant of C? G
- The teacher will go to the piano and play the 1, 4 and 5 chords so the students
can know what to listen for
- The teacher will play the recording, noting that the notated music doesnt start
until the words appear in the video
- After the recording finishes (at 1:07) the teacher will ask for a volunteer to write
where the chords are up on the board
- The teacher will ask for another volunteer to mark where the beginnings of
phrases are. If the students are unsure, the teacher will play the recording again
and the teacher will ask the students to now pay attention to phrase lengths
- If the recording needs to be repeated, the teacher will now ask for another
volunteer to mark the beginnings of phrases
- The teacher will play the recording again and tell the students to stomp their
feet when they hear the 1 chord, snap when they hear the 4 chord, and clap when
they hear the 5 chord
- The teacher will tell the students to improvise these body percussion
movements, but to only stomp during the 1 chord, snap during the 4 chord, and
clap during the 5 chord
- The teacher will be checking to make sure that the students are doing the
correct body percussion at the appropriate times
- The teacher will check to see how many students would like to show off their
improvisation moves. If most of the class wants to, the teacher will split the
students into groups to perform in different sections of the song. If only a few
students would like to volunteer, the teacher will have each student perform
individually

Assessment: The teacher will grade based on student participation and accuracy
of knowing when to stomp, snap, and clap

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8. Amazing Grace

Standards: MU:Pr6.1.5a Perform music, alone or with others, with expression,


technical accuracy, and appropriate interpretation

Objectives: By the end of the lesson, the students will be able to play the melody
and chords on their instruments while singing, on pitch, the words to the song
with minimal errors.

Materials:

Laptop/iPad
Keyboard instruments
Projector
Dry erase markers
Grading scale:
2- The student played and sang with few to no errors
1- The student played with many errors
0- The student did not participate

History: http://www.christianity.com/church/church-history/timeline/1701-
1800/john-newton-discovered-amazing-grace-11630253.html

Recording: https://www.youtube.com/watch?v=HsCp5LG_zNE

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Sequence:

- The teacher will tell the students to get their keyboard instruments out
- The teacher will tell the students to play tonic in the key of F major
- The students will play an F on their instruments
- The teacher will tell the students to sing that pitch
- The teacher will then have the students play the subdominant chord, and the
students will play a Bb
- The teacher will have the students sing the Bb
- The teacher will tell the students to play the dominant of the key, and the
students will play a C
- The teacher will have the students sing the C
- The teacher will tell the students to vocalize the 1, 4, and 5 chords and play
those notes on their instruments as the teacher gestures to them
- The teacher will gesture to the students when it is time to sing a different chord
- The teacher will go through the chords 4 times to ensure the sound is in the
students ears
- The teacher will play the recording and tell the students to memorize the words
and pay attention to style
- When the recording is over, the teacher will ask about the style (sweet, gentle)
- We are going to sing through the song now. I am checking to make that you
know the words, but I also want you to sing in the same style as the video.
- The teacher will have a student play a C on their instrument, and the rest of the
class will match the pitch
- The students will sing through the song. The teacher will correct any errors
along the way in terms of style or word memorization
- When the students know the words with minimal errors, the teacher will
proceed to the next step
- The teacher will show the notated music to the students
- The teacher will give the students 15 seconds on their own to learn the first 4
bars on their instruments
- The class will perform the 4 measures together
- The students will then have the students add in the words to the phrase they
just learned on their instruments
- The teacher will repeat the previous three steps until the completion of the song
- The teacher will have the students perform the whole song on their instruments
- The teacher will have the students perform the whole song, including singing
the words. The teacher will be assessing rhythmic accuracy, pitch accuracy, and
word accuracy

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- The teacher will have a volunteer go up to the board and label where each
chord change occurs
- The teacher will have another student write the name of each chord on the
board
- The teacher will tell the students to hold each of the chords on their instruments
until it is time for the next chord change
- The students will sing through the song while playing the chords. The teacher
will be looking for accurate pitch, rhythm, and wording
- The teacher will split the class by counting off the students by twos
- The teacher will have the whole class sing, with 1s playing the melody and 2
playing the chords
- The teacher will have the ones and twos switch roles
- The students will play through the song again
- The teacher will let the students pick if they want to play the melody or just the
chords on the next run through
- The teacher will run the song, looking for note accuracy, pitch (singing)
accuracy, and appropriate style

Assessment:

2- The student played and sang with few to no errors


1- The student played with many errors
0- The student did not participate

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9. Up on the Housetop

Standards: MU:Re8.1.5a Demonstrate and explain how the expressive qualities


(such as dynamics, tempo, timbre, and articulation) are used in performers and
personal interpretations to reflect expressive intent.

MU:Pr6.1.5a Perform music, alone or with others, with expression, technical


accuracy, and appropriate interpretation

Objective: The students will create a skit that tells the story of the song while
maintaining accurate pitch and rhythm.

Materials:

Laptop/iPad
Props
Recording: https://www.youtube.com/watch?v=1TxQyKn3Fvk
Piano
Projector
Checklist:
The students were able to sing correct pitches with minimal errors
The students were rhythmically accurate with minimal errors
The students actively participated in the skit

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Sequence:

- Prior to this lesson the teacher will have instructed the students to bring Santa
hats, elf hats, or any other festive props
- The teacher will ask the students What holiday is coming up? Students reply
Christmas!
- The teacher will ask the students to put on their festive attire
- Ok students, today were going to be Santa Clause and his reindeer delivering
presents to peoples houses!
- Now I want to have you listen to a story that you will act out later today.
- The teacher will put up the notated music, and will tell the students to only
read the treble clef line
- The teacher will tell the students that if they arent sure about the lyrics to try to
memorize them as the recording plays
- Teacher will play the recording. Students may sing along if they know the
words
- The teacher will play the recording again and ask the students to listen for the 1,
4, and 5 chords and identify them by patting their legs during the 1 chord,
shoulders for the 5 chord, and head for the 4 chord.
- The teacher will play the recording again. The teacher will check for
understanding based on the patting of legs, shoulders, and head.
- As we listen to the recording one more time, I want you to now pay attention
to the musical qualities of the song. Is it fast or slow? Are the words smooth and
connected or are they very distinct from each other? Is the song loud or soft?
-The teacher will play the recording
- The teacher will ask the students the questions from before the recording was
played. The answers the teacher is looking for is fast, distinct, and loud.
- The teacher will assign groups of 3
- Using your props, you and your group will act out the story being told in the
song. At any given time, only two members in your group will sing the lyrics.
The third person will sing the number of the chord that is playing (1, 4, or 5) and
sing that number on the pitch of the chord.
- The teacher will model the singing of 1, 4, and 5
- The teacher will go to the piano and play the 1 chord and have the students sing
and match the pitch, and will repeat with the 4 and 5 chords
- The teacher will give the students 30 seconds to assign each member of the
group to a certain chord
- The teacher will give one final pitch check for each of the chords, but this time
only the students who sing that specific chord will sing that pitch i.e. students
who sing the one chord will only sing the one chord

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- The teacher will give the students 10 minutes to work on their skits and practice
singing the lyrics. During this time the teacher will walk around to each group to
make sure the groups are staying on task, and help them develop any ideas they
want assistance with
- At the end of the 10 minutes, the teacher will ask if any groups need any extra
time. If they do, the teacher will allow 2 more minutes of practice
- The teacher will have three groups perform at once in the interest of time. The
teacher will play the recording during each presentation. Non-performing
groups will sit down and watch the performing groups

Assessment: The teacher will be grading based on the students ability to match
pitch, rhythmic accuracy, and participate in the skit. The grading will be based
off of the checklist.

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10. Composition

Standards: MU:Cr2.1.5a Demonstrate selected and developed musical ideas for


improvisations, arrangements, or compositions to express intent, and explain
connection to purpose and context.

MU:Cr3.2.5a Present the final version of created music for others that
demonstrates craftsmanship, and explain connection to expressive intent.

Objectives: By the end of the lesson the students will build chords (1, 4, or 5)
underneath a presented melody.

Materials:

Checklist:
Composition is titled
Each measure is initialized by who composed it
Each group member has composed 4 measures
Time signature is present and correct
Key signature is present and correct
Clef is present and is drawn correctly
All notes are notated in the correct octaves (based on what part of the keyboard
is used in the composition)
All three chords (I, IV, V) are used in the composition
The students can accurately perform their compositions with minimal errors

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Pencils
Manuscript paper
Projector
Presented melody
Keyboard instruments
Example sheet

Sequence:

-The teacher will tell the students that their new project is to make a composition
involving their new knowledge about the 1, 4, and 5 chords
- The composition must be in the key of C, G, or F major, at least 16 with a
measures in length using a 4/4 time signature, must have a title, and can feature
school-appropriate words but words are not required. Compositions will be
done using keyboard instruments. There will be four members per group; each is
responsible for composing four measures of the piece
- The students will be given a sheet of paper with the presented melody, as well
as the notes that are in the 1, 4, and 5 chords in each of the three keys. This will
help the students know which notes they need for the requirements of the
assignment.
- The teacher will put a different melody on the board (using the projector) and
will work through the melody putting chords underneath the melody and
explaining why certain chords work better in those spots
- The teacher will split the students into groups of 4
- The teacher will hand out the checklist for the final grade, as well as several
pieces of manuscript paper to use for rough drafts, as well as the final draft
- The teacher will let each group work on their own, but will continually walk
around the room and make sure the students stay on task
- The teacher will then ask if any groups would like any help. If many groups do,
the teacher will instruct them to keep working until the teacher is able to get to
their group
- After all the groups have been helped, the teacher will give the students time to
learn their compositions on their instruments
- Each group will present their compositions and perform for the class.

Assessment: The teacher will be assessing the compositions based on the


checklist that was given to the students.

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