SCHEME OF WORK 2015

YEAR 5

WEEK Topic Objectives CCTS Moral values Suggestions of activities REMARKS

1 Making 1.2 Listen to phrasing Describe music in Appreciate 1. Learn the intervals of a 6/1/2015:
(5/1 ~ 9/1) melodies of the prelude, terms of phrasing local ethnic pentatonic scale. Swimming Class 1
interlude and finale. music as part 2. Writing their own pentatonic
Identify sequential of our history scale based on the given notes.
melodic phrases in and cultural 3. Sing the solfege of the song
the prelude, roots. ‘Birdcatcher’s Song’. 7/1/2015:
interlude and finale. 4. Sing the lyric of the song with House meeting
keyboard accompaniment.
5. Identify the number of bars for
the prelude, interlude and finale.
6. Pupils answer the questions
based on prelude, interlude and
finale. (pg 4 and 5)
2 Making 1.2 Listen to sequential Identify sequential Co-operation 1. Singing melodic variations
(12/1 melodies: phrases melodic phrases in in groups through hand signs and imitation.
~16/1) Melodic music to create 2. Sing the melodic variations in pg
Variations variations. 6
3. Group work: Use any 3 methods
Identify similar from pg 6 to create different
rhythmic patterns melodies from the given melody.
(pg 7)
4. Present their works in class.
5. Play F sharp and C sharp using
different rhythmic pattern.
6. Play G major scales.
3 Making 1.5 Listen to musical Appreciate narrative Enjoy 1. Sing the solfege and lyric of ‘The 14/1:
(19/1~ melodies: cultures and styles of and dramatic music listening to Trout’. Road Run Practice
23/1) melodic an art song in Western art song 2. Sing with keyboard’s
variations. cultures. accompaniment. Identify the

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 prelude and finale in the
accompaniment.
3. Identify and describe the use of
melodic variation in the song.
4. Read article about art song. (pg
9)
5. Listen to the original version of
‘The Trout’ (Die Forelle) and
answer some questions. (pg 9)
6. Play G major on the recorder.
7. Play ‘The Trout’ phrase by
phrase.
4 Making 1.5 Listen to musical Appreciate and Enjoy 1. Play ‘The Trout’ on the recorder 21/1:Road Run
(26/1 ~ 31/1) melodies: cultures and styles of a describe different listening to and sing in groups. Group 1: Play Practice
creative English traditional song situations and art song and the recorder during the interlude 28/1: Trial Road
corner in Western cultures. emotions depicted in English and finale and clap the beat on the Run
music traditional melody. Group 2: Clap the beat
song. when there is the interlude and 31/1: Road Run/
Distinguish between finale and sing the melody of the Replacement 1
the following song.
characteristics: 2. Play D major scale on the
serious/ playful recorder.
3. Sing the solfege of ‘Donkey
Riding’ (pg10).
4. Sing the lyric of the song in three
stanzas.
5. Group work: use the composing
methods to compose a prelude,
interlude and finale for ‘Donkey
Riding’. (pg 11)
6. Teacher/ pupils plays their
composition and their classmates
judge them using the criteria form
in pg 12.

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 5 Songs from 1.5 Listen to musical Appreciate and Love for the 1. Teacher flashes accidental cards 3/2:
(2/2 ~ 6/2) Eastern cultures and styles of a describe different country and key signature (flats) cards. Thaipusam
Europe: Russian song in situations and 2. Pupils sing ‘Best Friend’ phrase
Melody Western cultures. emotions depicted in by phrase. 6/2:
composition music 3. Pupils sing the song with Staff meeting 1
keyboard accompaniment.
4. Listen to Minka – a Russian folk
song (original of ‘Best Friend’).
5. Read the article about Balalaika
(a Russian instrument) in pg 15.
6. Revision: Pupils play the
recorder for the song ‘The Trout’.
7. Homework: copy flats on every
line and space in manuscript book.
6 Making 1.2 Listen to phrasing Describe music in Appreciate 1. Revision on pentatonic scale.
(9/2~ melodies of the prelude, terms of phrasing local ethnic 2. Blow recorder using pentatonic
13/2) interlude and finale. music as part scale.
Identify sequential of our history 3. Sing CNY songs.
melodic phrases in and cultural
the prelude, roots.
interlude and finale.

Songs from 1.4 Arrange 2 Create, improvise Work in 1. Play F major scale on recorder.
7 Eastern part song and and notate 2-bar group 2. Sing the solfege of ‘Dance with
(16/2~ Europe: instrumental rhythmic phrases Vigour’ in F major. 18-20/2: Chinese
20/2) Binary Form arrangements using conventional 3. Sing the song. New Year Holiday
2.7 create rhythmic notations. 4. Identify the method of melodic
8 phrases as ostinato. variation used in the song by 23-24/2: Chinese
(23/2~ labeling the repeated phrase with New Year
27/2) alphabets. /Replacement
5. Identify the form of the songs. Holiday
6. Identify the place where section
B starts. Use 2 colours to 26-27/2: Early
distinguish the two sections of the Event

3
 form. Explain their answer.
7. Group work: compose 2 bars of
rhythmic ostinato each for section
A and section B of the song.
8. Perform the ostinato in the
class.
9. Listen to ‘Mountain dancer’ and
answer some questions based on
form, tempo, melody and mood.
(pg 19)
9 Songs from 1.1 Listen to Describe music in Love the 1. Listen to ‘Nightingale’ and 4/3:
(2/3~ Eastern articulation of slur terms of articulation birds. discuss the mood of the song. Chinese New Year
7/3) Europe: and phrasing to find 2. Sing the solfege of the song. Celebration
Ternary form 1.2 Listen to sequential out the form of the 3. Look at the performance
phrasing music direction of the song and name 7/3: Sports Day
them.
4. Sing the lyric of the song
following all the dynamics sign.
5. Play G major scale on the
recorder.
6. Play the song ‘Nightingale’ on
the recorder phrase by phrase.
7. Identify the form of ‘Nightingale’
and colour the sections.

Songs from 1.5 Listen to musical Appreciate and Understand 1. Listen to ‘Hungarian Dance’ by
Eastern cultures and styles of a describe different the role of Brahms and ‘Trepak’ by
10 Europe: Hungarian song in situations and music in Tchaikovsky and answer questions
(9/3 ~ 13/3) Ternary form Western cultures. emotions depicted in dances. based on form, tempo and mood
music 2. Play G major scale on the
recorder.
3. Play ‘Nightingale’ on the
recorder.
4. Copy G major scale in

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 manuscript book.
Let’s sing 2.4 Perform simple 2- Sing with enjoyment Harmony 1. Sing and do hand signs in F
11 together part songs. with accurate pitch major. Teacher plays the keyboard.
(18/3 to and tempo and Discipline in 2. Pupils sing the solfege of ‘My
22/3) aware of the singing Paddle’. (pg 24)
blending in part- 3. Pupils sing the two stanzas of
singing the song with and then without
keyboard.
Sing and read 4. Pupils sing in 2-part. (canon)
melodic patterns in F 5. Read the discipline that they
major from staff. should follow when singing in 2
parts. (pg 25)
6. Sing the 2-parts again.
7. Discuss the differences between
unison singing and 2-part singing.
(texture)
8. Introducing the 3 methods in
singing canons.
9. Pupils try all the three method
for the song ‘My paddle’. (pg 26)
MONTHLY TEST 1 24-27/3: Test 1
12
(25/3 to
29/3)

28/3:
Info day

5
 Let’s sing 2.4 Perform simple 2- Sing with enjoyment Harmony 1. Listen to Farandole from
13 together: 2 part songs. with accurate pitch L’Arlesienne Suite No. 2 by Bizet.
(30/3~3/4) and 3 parts and tempo and Discipline in 2. Pupils raise their hand when
singing aware of the singing they hear the melody is repeated.
blending in part- 3. Listen to the 3-part singing of
singing ‘Music Alone Shall Live’. Compare
it to the 2-part. (The tone quality,
texture and dynamic)
4. Pupils sing the solfege followed
by the lyric of ‘Music Alone Shall
Live’ in unison.
5. Pupils try to sing in 2 parts
canon.
Let’s sing 2.4 Perform simple 3- Pupils sing simple 2- Harmony 1. Pupils explain the meaning of
14 together: 3 part canon part phrases from canon.
(6/4~ part singing hand signs Discipline in 2. Pupils do 2 parts exercise using
10/4) singing Kodaly’s solfege method. (soh and
me)
3. Pupils try to sing 3 parts by
having 3 conductors chosen among
the pupils. Teacher will give the
beat. (soh and me)
4. Pupils sing ‘Music Alone Shall
Live’ in unison and 2-parts.
5. Pupils try to sing the song in 3
parts.

15 Let’s sing 2.4 Perform simple 3- Sing and read Harmony 1. Pupils play G major scale on the 1/5(Friday):
(13/4~ together: 3 part canon. melodic patterns in recorder. Labour’s Day
17/4) part singing G major from staff. Discipline in 2. Pupils play the melodic phrase in
singing pg 28.
3. Group work: perform in the
group of 4. 3-parts singing and
recorder plays the melodic phrase

6
 as ostinato.
4. Compose a 4-bar rhythm to
replace the accompaniment of the
melodic phrase. Then choose a
suitable percussion instrument to
play the rhythm as ostinato.
Let’s sing 2.3 Perform in 3 to 4 Sing with enjoyment Kindness to 1. Listen to ‘Ah, Poor Bird! (pg 29) 8/5: Prefects/
16 together: 4 parts canons. with accurate pitch animals. 2. Compare the song with the 3- Librarian
(20/4~ part singing. and tempo and part singing. Describe them in term Installation.
24/4) aware of the of texture, tone and dynamic.
blending in 4 part- 3. Listen and sing major and minor
singing scale.
4. Listen to ‘Ah, Poor Bird!’.
Identify the scale. (sing mi as ma)
5. Sing the lyric of the song and
memorize it.
6. Sing the song in 2-parts
7. Pupils try to sing in 3 parts then
followed by 4-parts.
Let’s sing 1.3 Listen to pitch Sing simple 3 part Harmony 1. Pupils do 2 parts exercise using
17 together: names of low soh, lah phrases from hand Kodaly’s solfege method. (soh, me,
(27/4~ mixed part and te. signs. Obey to lah)
1/5) singing. instructions 2. Pupils try to sing 3 parts by
having 3 conductors chosen among
the pupils. Teacher will give the
beat. (me, soh and lah)
3. Pupils sing the solfege of part 1
of ‘The riddle’ with and without
keyboard.

18 Let’s sing 2.4 Perform simple 2- Sing with enjoyment Harmony 1. Pupils do 2 parts exercise using

7
(4/5~ together: part songs with accurate pitch Kodaly’s solfege method. (soh, me,
8/5) mixed-part and tempo and lah)
singing. aware of the 2. Pupils try to sing 2 parts by
blending in 2 part- having 2 conductors chosen among
singing the pupils. Teacher will give the
beat. (me, soh and lah)
3. Pupils sing the solfege of part 2
(descant) with and without
keyboard.
4. Revision on the first part
5. Teacher chooses 2 pupils as
conductor. Teacher divides the
pupils into 2 groups. They sing the
2 parts together.

19 Let’s sing 13/5: Wesak Day Sing with enjoyment Harmony 1. Sing the solfege of part 1 and 2
(11/5~ together: with accurate pitch of ‘The Riddle’
15/5) mixed-part 16/5: Teacher’s Day and tempo and 2. Sing the lyric of both the parts.
singing aware of the 3. Pupils sing in groups.
blending in 2 part- 4. Pupils sing the mixed part group
singing with and without help from the
keyboard.
20 MID YEAR EXAM 19-22/5: Mid Year
(18/5~ Exam
23/5)
23/5: Leadership
Camp
Let’s sing 2.4 Perform simple 3- Sing with enjoyment MID YEAR 1. Pupils sing the famous three
together: part songs with accurate pitch EXAM nursery rhymes. (London Bridge,
21 Creative and tempo and Pease Pudding Hot and Mary had a
(25/5~ corner aware of the 23-24/5: little lamb)
29/5) blending in 3 part- Leadership 2. Pupils sing the three songs
singing camp together as mix-part singing.
3. Pupils play G major scale on the

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 recorder.
4. Pupils play the 3 songs on the
recorder separately and as parts.
22 MID YEAR HOLIDAYS
(1/6~
6/6)

23
(8/6~
13/6)
Let’s sing 2.4 Perform 3-part Play with enjoyment Harmony 1. Play the 3 nursery rhymes in 3
together: instrumental with accurate pitch mix-part playing.
24 Creative arrangement. and tempo and 2. Group work of 8 members:
(15/6~ corner aware of the compose 4-bars rhythmic
20/6) blending in 3 part- accompaniment for the mixed-part
singing song. Try out the few compositions
of their group and practise
together with the 3-parts singing.
3. Perform in front of the class.
Each group has to choose one of
the group to judge using the form
in pg 34.
25 Blending 1.2 Listen to the Identify rhythmic Demonstrate 1. Learn the fingering of B flat.
(22/6~ instruments phrasing of a fast song. patterns. acceptable 2. Play B flat in variety of rhythmic
26/6) together: behaviours patterns through imitation.
Fingering for Describe music in towards 3. Read the notes in pg 36 and do
26 B flat terms of articulation musical the exercise on the recorder.
(29/6~ and phrasing. performance 4. Play F major scale.
3/7) . 5. Play ‘The Lion Sleeps Tonight’
Sing and read phrase by phrase.
rhythmic patterns 6. Clap the rhythm of the song
involving the use of while the teacher plays the music.
tied notes. 7. Pupils sing and clap the song.
8. Pupils blow the whole song with

9
 the exact rhythm and tempo and
breathe at the correct phrasing.
27 Blending 2.4 Perform simple 2- Play by reading Demonstrate 1. Play the fingering based on the 10/7:
(6/7~ instruments part instrumental melodic patterns in acceptable picture in pg 38 using different sets Iftar Ramadhan
10/7) together: arrangement. G major from staff. behaviours of rhythm patterns.
recorder towards 2. Identify the letter name of notes
tunes – Describe music in musical for the fingering on the recorder.
playing in 2 terms of phrasing. performance 3. Read the notes for recorder 1 of
parts. . ‘The March’ (pg 39)
4. Play the part for recorder 1
5. Read the notes for recorder 2 of
‘The March’ and play that part.
6. Combine the 2 parts by playing
in groups.
28 Blending 1.1 Listen to Describe music in Enjoy 1. Introducing duet, trio, quartet 16/7-18/7: Raya
(13/7~ instruments articulation of terms of articulation. listening to and quintet. Holidays
18/7) together: legato and music. 2. Listen to the chamber music
instrumental staccato. Recognise the recordings and arrange the pieces
ensembles sounds and describe in order.
and 1.4 Listen to timbre of the different moods 3. Listen to ‘String Quartet’ and
orchestral wind and brass created by string, answer questions on articulation.
melodies instruments. wind and brass 4. Tell the way to play staccato and
instruments. legato on different kind of
instruments.
5. Listen to ABBA’s song, describe
the tone colours of the
instruments used.
6. Listen to ‘Dance of the Sugar
Plum Fairy’ and pupils explain why
brass musical instruments are not
suitable for the song.
7. Pupils express their like/feeling
of all the ensembles they have
heard. Use the given elements to

10
 help them.
8. Teacher flashes cards on
orchestral instruments.
9. Read articles / explanation
about bands. (pg 43 and 44)
10. Listen to 3 different bands and
number the title of the bands in
sequence.
29 Blending 1.8 Creating Create, improvise Harmony 1. Revision on instrumental 20-22/7: Raya
(20/7~ instruments melodic phrases and notate rhythmic ensemble. Holidays
24/7) together: and melodic phrases 2. Teaching tonic triads and 28/7:
creative 2.4 Arrange a using conventional primary chords. Raya Celeration
30 corner simple notations for an 3. E-book exercise: compose an
(27/7~ instrumental ensemble. inspiring tune in groups for an 31/7: Swimming
31/7) arrangement. ensemble. (follow the step in pg Gala
45)
4. Teacher reminds pupils on some
of the important rules when
compose and the best way to end
a song.
5. Pupils write the features of their
composition in pg 46.
6. Homework: Copy the tonic triad
of the primary chords.
7. Revision: Play ‘The March’ for 2-
parts in groups.
31 Blending 1.2 Listen to Describe music in Enjoy 1. Introducing duet, trio, quartet 3/8: SSB 20th
(3/8~ instruments articulation of terms of articulation. listening to and quintet. Anniversary
8/8) together: legato and music. 2. Listen to the chamber music
instrumental staccato. Recognise the recordings and arrange the pieces 4/8: Cultural Week
ensembles sounds and describe in order.
and 1.4 Listen to timbre of the different moods 3. Listen to ‘String Quartet’ and
orchestral wind and brass created by string, answer questions on articulation. 6/8: Eco School
melodies instruments. wind and brass 4. Tell the way to play staccato and Programme

11
 instruments. legato on different kind of
instruments. 7/8: Musical Play
5. Listen to ABBA’s song, describe
the tone colours of the 8/8: PTA Camp/
instruments used. Replacement 4
6. Listen to ‘Dance of the Sugar
Plum Fairy’ and pupils explain why 9/8: Rise and Run
brass musical instruments are not 10/8: Occasional
suitable for the song. Holiday
7. Pupils express their like/feeling
of all the ensembles they have 14/8: Report Card
32 heard. Use the given elements to day for Year 6
(10/8~ help them.
14/8) 8. Teacher flashes cards on
orchestral instruments.
9. Read articles / explanation
about bands. (pg 43 and 44)
10. Listen to 3 different bands and
number the title of the bands in
sequence.

QUARTERLY TEST 2 18-21/8: Test 2

33
(17/8~
21/8)

34 TEST PAPER DISCUSSION

(24/8~28/8)

Chinese 1.1 Listen to the Recognise the Show the 1. Listen carefully to 4 recordings. 28/8: Staff Meeting

12
 musical timbre of wind sounds and describe awareness of Label the instruments in sequence 4 / Merdeka
instruments: instruments. the different moods the tone according to the appearance of the Celebration
35 wind created by the wind produced by instruments.
(31/8~4/9) instruments 1.5 Listen to instruments. each 2. Categorize the instruments in
instrumental music of instrument in the pictures. (pg 48) 31/8:
36 Chinese cultures. their daily 3. Listen to ‘Birds in the Shade’ and National Day
(7/9~ Understand the role lives’ music. answer questions based on the
11/9) of wind instruments blowing technique, tone quality of
in different contexts. the dizi instrument and the mood
depicted by the style of music. (pg
49)
4. Listen to ‘Patrol Guards on the
Plains’ and answer questions based
on the blowing technique, tone
quality of the Sheng instrument
and the mood depicted by the
style of music. (pg 50)
5. Draw and classified the
instruments. (Exercise book)
Chinese 1.1.4 Listen to the Recognise the Show the 1. Pupils name the plucked or
37 musical timbre of string sounds and describe awareness of bowed instruments that they
(14/9~ instruments: instruments. the different moods the tone know.
18/9) plucked and created by the string produced by 2. Listen to ‘Ambush on all sides’
bowed string 1.5 Listen to instruments. each played on a pipa and answer
instruments instrumental music of instrument in questions based on dynamics, tone
Chinese cultures their daily and characteristics of the song. (pg
Understand the role lives’ music. 51)
of string instruments 3. Listen to ‘Fishermen’s Evening
in different contexts. song’ played on a guzheng and
answer questions based on
dynamics, tone, tempo,
articulation and characteristics of
the song. (pg 52)
4. Listen to ‘Kong Shan Niao Yu’

13
 played on a erhu and answer
questions based on dynamics, tone
and characteristics of the song. (pg
53)
5. Homework: Look out from
internet for more information on
Chinese instrument and use the
information to produce a
scrapbook.
Chinese 1.3 Listen to pitch Sing and play by Enjoy 1. Introducing Cipher scores. Read
38 musical names based on cipher reading melodic listening to about cipher score in pg 54.
(21/9~ instruments: notation. patterns from music. 2. Pupils write the cipher score
25/9) Cipher numeral notations. number to match the given notes
scores. on the whiteboard.
Sing and read 3. Sing the solfege of ‘Malaysia
rhythmic patterns Permai’ by looking at the notes and
involving the use of cipher score.
tied notes. 4. Sing the lyric of ‘Malaysia
Permai’.
5. Using cipher notation, convert
the music notes in the box. (pg 55)
6. Convert cipher score into notes
(pg 55)
39 Chinese 1.4 Timbre of electronic Understand the role Appreciate 1. Look at the cipher notation of 30/9 – 3/10: Year 6
(28/9~ musical instruments of electronic local ethnic the song ‘Feng Yang Drum Song’. Trip
3/10) instruments: instruments in music as part Look for highest and lowest note in
creative different contexts. of our history the song.
corner. and cultural 2. Sing the solfege of the song,
Recognise the roots. then followed by the lyric.
sounds and describe 3. Read about the origin of the
the different moods song. (pg 59)
created by electronic 4. Create 2 lines rhythmic
instruments. accompaniment and select suitable
percussion instruments to play

14
 them.
5. Play the accompaniment using
the percussion instruments from
the keyboard to accompany the
song. (group)
6. Judge their group performance
using the criteria form in pg 60.
7. Homework: Convert the cipher
notation into music notes in C
major. (in manuscript book).
40 Chinese 1.3 Listen to pitch Sing and play by Appreciate 1. Revision on cipher notation. 9/10: Hi Tea
(5/10~ musical names based on cipher reading melodic local ethnic 2. More exercises on cipher Prefects/Librarians
9/10) instruments: notation. patterns from music as part notation.
creative numeral notations. of our history 3. Revision on the song ‘Feng Yang
corner. and cultural Drum Song’.
Sing and read roots.
rhythmic patterns
involving the use of
tied notes.
41 Music and 1.6 Listen to narrative Describe music in Living in 1. Pupils name the songs that they 14/10: Maal Hijrah
(12/10~ changing and dramatic music terms of rhythm, harmony know or like from plays and
16/10) moods: associated with tempo, instruments, movies. 16/10: Staff
Images and theatrical art forms. expression and 2. Read about the role of music in Meeting 5
atmosphere characteristic. plays and movies. (pg 74)
3. Listen to a few songs and write
down what comes to their mind.
4. Learn the musical elements
which can affect the moods in the
music. (pg 75)
5. Draw the mid map on the
whiteboard in memory.
6. Sing ‘Ondru Saernthu
Paaduvom’ – song in Tamil about
joy of living in harmony.

15
 7. Listen to ‘Aura Lee’ and ‘Love
me tender’ and compare both of
the songs in term of the usage of
rhythm, tempo, instruments and
lyrics. (pg 77)
42 END OF YEAR EXAM 20/10-23/10: End
(19/10~ of Year Exam
24/10)
24/10: Co-cu Day/
Replacement 5
43 Body 2.7 Create rhythmic Create, improvise Enjoy the 1. A pupil is called out to create
(26/10 ~ percussion: patterns and notate 4-bar music by sound from any parts of his/her
31/10) percussive rhythmic patterns making body.
movements. using conventional sounds 2. Read about body percussion in
and non- through body pg 62 to 63 and do the sounds
conventional percussion. shown in the picture as a class.
notations. 3. Use the technique of hit, scrape,
rub and shake to play the rhythm
in pg 64.
4. Create a 4-bar rhythm to played
with hands and feet.
5. Play the rhythm in front of the
class. (group of 3 members)
6. Homework: Search in the
internet about ‘Studying Africa
through the Humanities’ to find
out more information of body
percussion. Pupils may write down
the information in the exercise
book.
44 Body 2.7 Creating rhythmic Create and improvise Enjoy the 1. Listen to ‘Don’t Worry, Be 2/11: Info week
(2/11~ percussion: phrases. rhythmic phrases in music by Happy!’ performed by Bobby
6/11) Melodies a non-conventional making McFerrin. 4/11:
with way. sounds 2. Describe the mood of the song Hari

16
 percussion through body and list down the types of body Keusahawanan
percussion. percussion used by him
3. Sing along with Bobby McFerrin. 6/11: Report Card
4. Sing and do some body 3
percussion to accompany songs in
an unconventional ways to create
the mood.
5. Play F major scales on the
recorder.
6. Sing the solfege of ‘Sing a
Rainbow’ in pg 78.
7. Sing and do some body
percussions to accompany the
song.
Body 1.2 Listen to Appreciate and Understand 1. Imitate some rhythmic exercises 9-11/11: Deepavali
45 percussion: programme music describe different the role of using vocal percussion. Holidays
(9/11~13/11) vocal situations and vocal 2. Read about vocal percussion. (pg
percussion emotions depicted in percussions 68). 13/11:
and creative 2.7 Create rhythmic music in jazz music. 3. Listen to the recordings and try Staff Meeting 5
corner. phrases on the spot to name the instrument the vocal
using vocal percussionist try to imitate.
percussions. 4. Listen to 2 arranged version of
the same song and do comparison.
5. Read about the key elements of
a jazz music.
6. Group work: Write a poem
about food in Malaysia that rhyme.
Weaker pupils and adapt the poem
from the poem in pg 71.
7. Performance: Add body and
vocal percussion to the poem they
create. (pg 72)
46 Music and 2.6 Perform a melodic Sight read and play Able to adapt 1. Play scale of C major, G major, D
(16/11~ changing instruments in different by reading melodic to different major and F major on the recorder.

17
20/11) moods: keys. patterns in F major, situations. 2. Look at the score of ‘Sing a
Changing C major and D minor Rainbow’. Identify the place where
keys and from staff. it changes the key.
activity spots 3. Sing the solfege of ‘Sing a
Rainbow’.
4. Sing the lyric of the song.
5. Read recorder part 1 of the song
and play them in unison.
6. Read recorder part 2 of the song
and play them in unison.
7. Perform in 3 groups: voice,
recorder 1 and recorder 2.
8. Play the melody that involve C
sharp. (pg 80)
9. Play D minor scale.
10. Play the recorder parts of ‘Sing
a Rainbow’ which had been altered
into minor key.

18