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MUED 401 Set 2

Teacher: Chris Au
Age / Grade Level(s): 5th Grade
Class / Rehearsal: General Music
Music Element(s) / Concept(s): Harmony/Chord Building/Scales
Reading / Writing Component(s): Vocabulary, Making Predictions, Writing

Resources/Materials
1. Making Music by Silver and Burnett.
2. Bell sets with mallets
3. Dry Erase Board
Objectives (Outcomes)
1) Students will be able to visually identify a scale, and triadic chord.
2) Students will be graphophonemically and mentally aware of a scale and chords, and what they are
composed of.
3) Students will be able to construct a I, IV, and V chord, based on the scale they are working from.
Assessment
1. Students will accurately perform Loch Lomond on bells with partners and singing. This utilizes
graphophonemic awareness as the bell players are reading the chords on the board, and everyone is
using sight identification by reading the notes between the music and the chords.
2.
Strategy/Procedure
1) Go over the song Loch Lomond in the book with the class to reinforce their memory.
2) Have everyone close their books for now.
3) Introduce the idea of chords to the class, and that today were going to learn about the three most
popular chords in all of music: I, IV, and V.
4) Before we jump into chords we have to trek back and review a scale, which is any arrangement of
notes that go from do to do. In this case use C major as the example scale, and say that our
traditional scales are 7 pitches. *write the C major scale ascending on the board, and label on the side
numbers going from 1-8(1).
5) Then state that chords are a collection of notes that are normally derived from a scale.
6) State that in this case, we are build triad chords, triad means three. And that when we are building
a I chord, we start at the first note of the scale, we skip the note above it to grab the note after that,
and repeat it one more time to have three notes. *draw them on a board
7) Make a connection that they sort of look like snowmen.
8) Now have the class apply the note skipping method to build a IV chord, and then a V chord. *write
them on the board as such, and notate.
9) Discuss as needed.
10) Now test the class by emphasizing the musical alphabet, scales, and how chords are formed.
11) Start by asking the class how do we know whats the first note of a I chord in C major?
12) Move onto other keys.
13) Do the other chords, if the class seems up to it.
14) Now go throughout the class and label kids either 1 or 2, sets of 1 and 2 are partners, have one of
them go get the bell sets, and the other grabs a mallet. *As this happens write the chord progression to
Loch Lomond on the board (I-I-IV-V x3 I-IV-V-I).
15) Ask the class to build chords in the chord progression.
16) Split the class into 3 groups, give each group one of the chords to play throughout the song and that
they only plat when its time for them to play in the progression.
17) Have class perform and sing Loch Lomond with you conducting the chord progression, giving cues as
needed.
18) Have the partners switch and perform again.
19) Challenge the class to play and sing.
20) Put away bell sets and review whats been learned.
Follow-Up or Extension
Its part of the next lesson but we expanding into writing a song using those chords and the pentatonic
scale.
I could assign a worksheet that tests them to build chords in F, C, and G for a more formal assessment.
MUED 401 Set 2

Teacher: Chris Au
Age / Grade Level(s): 5th Grade
Class / Rehearsal: General Music
Music Element(s) / Concept(s): Harmony/Chord Building/Scales
Reading / Writing Component(s): Vocabulary, Making Predictions, Writing

Resources/Materials
1. Making Music by Silver and Burnett.
2. Bell sets with mallets
3. Dry Erase Board
4. Song writing worksheet (manuscript paper with the chords labeled and key chosen, also with what
notes to chose from, both rhythmically and melodically)
Objectives (Outcomes)
1) Students will be able to visually identify a scale, and triadic chord.
2) Students will be graphophonemically and mentally aware of a scale and chords, and what they are
composed of.
3) Students will be able to construct a I, IV, and V chord, based on the scale they are working from.
4) Students will be able to write their own song utilizing the pentatonic scale and chords.

Assessment
1. Class-made song.
2. Student made song worksheet.
Strategy/Procedure
1) Start by reviewing everything done in the previous class about chords, scales, to test their memory.
Even have some reversed-made examples for students to name/label.
2) Divide students into partners and grab bell sets and mallets to perform Loch Lomond again.
3) Perform, switch, and perform again.
4) Now discuss how the melody fits on top of the chords, and how it may seem impossible to know
which notes go with what chords. But theres a solution with the pentatonic scale.
5) Talk it up by saying things like how every musician and every popular song on the radio uses the
pentatonic scale.
6) penta means 5, and tonic refers to whatever key we choose to be in. For the sake of the worksheet
work out the pentatonic scale in F major.
7) State the five notes of the F pentatonic scale.
8) Now work backwards one more time and talk about the rhythms they know, only work in beamed
eighth notes, quarter notes, and half notes.
9) Now state that they now have all of the ingredients to write a song.
10) Now choose throughout the class to fill in the rhythm of their melody, fill in 16 beats, or 4 bars.
11) Now choose throughout the class to use the pentatonic scale to fill in what notes should go where. *
Throughout this selection process, quiz them on where the note would go.
12) *something to consider would be to have them start and end on F.
13) Now label a chord per bar or whatever deems necessary, and have the class label what notes go into
each chord.
14) Now perform the song, with the class performing the chords and you perform the melody.
15) State that they will now have the chance to write their own song, depending on the class you can
either put them into partners or have them do solo projects.
16) Pass out worksheets accordingly.
17) Every worksheet has the same chord progression, as well as a bank that indicates what is in the
pentatonic scale and what rhythms to use.
18) So as a class go over the chords and give them time to write out their own melody.
19) At the end go over some, and see if anyone would want to perform them.

Follow-Up or Extension
1) Turn it into a performance project where the kids perform their own melody for a grade.
2) A worksheet that quizzes them on building a pentatonic scale in other keys.

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