Lesson Plans from Edumate

Grade 10

Term 1
Unit 0 – Orientation

OVERVIEW
Understanding
Students will understand that...

 There  are procedures in the classroom that should be followed to facilitate learning 
 Introducing oneself to others opens up an avenue of communication and can be a start of a
friendship
 Sharing their opinions and insights express their trust to their classmates
 Listening well is one way of respecting others

Essential Questions
Students will keep considering...

 What are the advantages of an orderly classroom and class procedure?

 When is the right time for him/her to ask questions and to share his/her opinion?
 How listening emphatically to their teacher and classmates show respect?
 What are the possible functions of Music in one's life?

Knowledge
Students will know...

 The teacher’s expectations from the class to ensure a productive and enjoyable class.
 Other requirements for Music class for their class level.
 A tentative Course Outline in Music for School Year 2017-2018
 https://docs.google.com/a/hibsvietnam.com/presentation/d/1XRAQrm2FpxySFhNASVEu1pOlw
3dwi_DNXPgWnM11_LE/edit?usp=sharing

Skills
Students will be skilled at…

 Listening carefully to someone who is speaking

 Following instructions
 Expressing their opinions and insights
 Giving their suggestions for the improvement of the class.

EVIDENCE
Performance Tasks
Naming Which Statement is False
The task of guessing what their classmates have written wrong about themselves   in connection to Music will
reveal how well the students know each other.

Expressing Expectations
The students will write down their expectations from the Music class on a "metacard" to help the teacher
design a final course outline. This will also help the teacher to discern the methods he might choose in
presenting lessons. And finally this will give the teacher a knowledge of the preferences of the students. 
Other Evidence
 Recall of Details
 Ability to Follow Instructions
 Opinion Giving 

DESIGN
Lesson 0 – Getting to Know and Orientation
(I-G-W) Two Truths, and a Lie (15 minutes)

(I) The teacher will ask the students to write three short statements in English about themselves that has
something to do with Music. But in these three statements, two should be true, and the other one false.

(G) Then will go look for a partner in the class, they will show their three statements to their classmate, and will
ask that person to guess which of the three statements is false. They should have as many partners as they could
within the given time.

(W) After the activity, the teacher will ask the students what new things they have learned about their
classmates.

The teacher will conclude the activity by pointing out that there are still things that they we might not know yet
about each other, and this can also be true with Music, so they should prepare themselves to learn new things
this school year.

 (W) Discussion (15 minutes)

He will then explain the following points to the class.

 The teacher’s expectations from the class to ensure a productive and enjoyable class.
 Other requirements for Music class for their class level.
 A tentative Course Outline in Music for School Year 2017-2018

(I & W) Sharing their expectations from Music Class (10 minutes)

            The students will be given metacards (colored paper) where they can write their expectations from the
Music class. After writing their expectations, they will post it on the assigned board.  And everybody will be given
a chance to read all the other answers and to add or edit their own expectations. 
Core Tactic – Guessing Game
This is a different way of introducing oneself or getting-to-know-each-other activity. In this tactic, each student
will be able to tell others things about himself/herself that has something to do with Music, and at the same time
let their partners think which one of the three statements does not speak the reality about him/her. 

Term 1
Unit 1 – Complex Rhythms
Overview
Understanding
Students will understand that...

 Improvisation and composition widens one's  creativity.

 Singing and playing an instrument provide people with musical and developmental skills. 
 Critical listening is essential successful to a learning experience.  
 Collaboration  bring about a lot of positive outcomes.
 Creativity expands one's capacities.

Essential Questions
Students will keep considering...

 How should a student face a challenging task in school?

 In what circumstances should a student collaborate with other students?
 How can students spend their time wisely at home and at school?
 When is it better to create rather than to imitate?

Knowledge
Students will know...

 The definition of rhythm and each of its elements. 

 The proper way of pronouncing more complicated rhythmic patterns. 
 The forming complex, dotted, and/or short  notes  to complete a given time signature. 
 The Kodaly System's way of reading and clapping rhythmic
patterns. https://docs.google.com/a/hibsvietnam.com/presentation/d/1mX3f1rPp7fXBVobfxlwZr
88YR-_Pp2ILCeT7JUCSotc/edit?usp=sharing
 The environment, menus and other advanced features of the software MuseScore 2.1 
 The differnce between circular and linear representation of rhythm

Skills
Students will be skilled at…

 Identifying aurally a given rhythmic pattern.

 Clapping  and reading more complicated rhythmic patterns.
 Creating  one's own rhythmic pattern for  a given time signature using short and dotted notes.
 Performing different rhythmic patterns simultaneously to create complex rhythms.
 Accompanying a song with an original rhythm.
 Using virtual drumkit in creating rhythm.
 Creating their original percussion score using MuseScore 2.1 
  Sequencing complex rhythms in GroovePizza  that can accompany actual songs

EVIDENCE – PERFORMANCE TASKS

Group Performance: Accompanying a Popular Song with Original (Complex) Rhythm

This assessment tool will demonstrate how students are able to apply their original rhythm to a song. This will
highlight not only their aesthetic sense but also their deepened understanding of how rhythm  works in actual
songs. Collaborating with their classmates on this activity opens up opportunities to a deeper bond among the
members of the class and high regard for each other's contribution.

Playing Virtual Drum Set for an Acapella Song   

This activity will demonstrate the ability of the students to work together with a partner in
putting rhythm to a given acapella song. This will show how they are able recognize the beat of
an assigned song and how they are able to apply rhythmic patterns that fit the song. The activity
will also help surface their skills in managing their laptops, and finding solutions to go along
with the lesson despite some difficulties or problems perhaps in internet connection or problems
in opening a website.

Playing Rhythm on the Virtual Drum Kit

This is a group activity  wherein the students will create their own rhythm using Virtual Drum Kit to
accompany a song with it, sounding the different drums and cymbals. 

Improvising Rhythm for Accompaniment

This activity is another way of assessing the listening skill of the students and a glimpse on their
creativity. Using Groove Pizza, the students will have an  enjoyable way of creating rhythm with a clear
and speedy result which they might use in the future projects. 

Other Evidence
 Group Games on Writing Rhythm
 Aural and Visual Activities
 Clapping Challenges
 Orbit Activity with Percussion Instruments
 Chanting with Body Percussions

DESIGN
Lesson 1 – Creating Complex Rhythms
WEEK 1
W/I - Orbit Activity (15 minutes)

The members of the class will be given each a percussion instrument as they sit around a circle. 

The teacher will then create a rhythm with his percussion instrument, which he will pass to the person on  his
right, and will be passed on to the entire class one by one. 

As individuals wait for their turn, the teacher will pass a different rhythm to the peron on his right which will then
produce  a more complex rhythm. 

The teacher will pass to the orbit four (4) different rhythms, and then will syllabicate  the chorus part of "All of

Me" with a very minimal adaptation (indicate below by blue box with a new word).

I - Discussion (15 minutes)

The teacher will ask the students what familiar symbols they recognized from the flashed score of "All of Me."

Then the teacher will show them the rhythm that they employed in the activity   through the Kodaly System.

1 - ta-ta-ta-ta

2. ti-ti ti-ti ti-ti ti-ti

3.ti-ka-ti sh ti-ka-ti sh

4. tum-ti ti ti ta 

Then he will review the class on the different kinds of notes and their equivalent rhythm name and value in the
Kodaly System. 

Then the teacher will show how the sum of the used notes is equivalent to the number on top of the time
signature. 

Going to the musical score, he will show that the syllables of the lyrics also create another layer of rhythm, but
they maintain the total of four ( 4 ) beats per measure since the time signature is four-four. 

W/G/I- Clapping Activity (10 minutes)

The teacher will show the class 10 possible ways of clapping a four-four time signature and ask them to clap
each of them as a class, by group, or individually.
WEEK 2 - Holiday and Opening of Classes 

WEEK 3

Period 1 - International 

W/I - Name that Rhythm (5 minutes)

The class will try to guess the title of the songs of the flashed rhythm. 

Then the teacher will ask if the task of guessing the song by merely looking at its rhythm is easy of not. 

The students should be able to explain their side on this matter. 

G - Virtual Drum Kit (15 minutes) 

The students should first open in the laptop a Virtual Drum Kit application. 

They must test if their drum set is working. 

The class will be divided into three groups. 

Then they will choose a song from youtube or Vimeo, and then they will have to create their own rhythm to
accompany the song. 

Since, the virtual drum kit does not allow simultaneous playing of two different drums, they will have to plan
exactly how to go with their rhythm. 

They will only be playing a rhythm for one minute of their chosen song.

They should allot   10 minutes for their practice. 

G - Presentation  (5 minutes) 

Each group will come in front and present their rhythm. 

Then the class gives comments and suggestions to the presentors. 

W/I - Edpuzzle Activity

Then the class ends with an edited Edpuzzle on Rhythm. 

They must answer 10 simple questions embedded on the video that will show how they much they
undertood the explanation about rhythm. 
Core Tactic – SEARCH FOR AN APPROPRIATE SONG AS MATERIAL FOR
PERFORMANCE TASK
The students are given the freedom to look for materials for their performance task. 

The search itself is already a part of the process that initiates imagination on the part of students. 

As they look for the possible materials (songs) they already create mental images of how the song might
sound with their applied rhythmic pattern.

Lesson 2-- Creating Rhythm using Technology

WEEK 3

Period  2 - International 

Introduction to MuseScore

W/I - Visuals on Rhythm (5 minutes) 

The class starts by watching the following video clips.

The the teacher will ask what the students think they have seen and watched on the video clips.

The teacher will ask them if they think they can create their own musical scores for percussions. 

W - Install MuseScore 2.1  (5 minutes)

The class starts with the teacher asking the students to install MuseScore 2.1

W/I - Discussion and Demonstration on How to Make a Percussion Score with MuseScore
2.1 (30 minutes)

Then he gives a short discussion on the environment, menus and advanced  functions of
MuseScore.

I - Creating Musical Score for Percussion Instruments 

The students are asked to create a score with the following details and instructions. 

Title -Sample Project 1

Subtitle: Music 10 - International 

Composer: Name of the Student

Lyricist: (Leave Blank)

Copyright: (Leave Blank) 

Next

Then Go to Band and Percussion Template and Select Battery Percussion

Key Signature: Key of C (no sharp, no flat)

Next

Time Signature: 4-4

Finish 

Then the students will create their first measure for four different percussions (snare drum, tenor
drum, bass drum, and cymbals), using notes of different lengths. 

Then the teacher will demonstrate on the board how to copy the same rhythm for the next
measures. 

The first measure should be copied to the next 9 measures. Then introduce a new set of rhythm
to the next 10 measures, and a new set of rhythm to the last 12 measures. 

Save

Playback 

The class ends with the students taking a screen shot of their work  and sending its picture/s   or
MuseScore to the teacher's email.
CORE TACTIC – CREATING MUSICAL SCORE
The activity of creating one's musical score for a  rhythm is a very good way of integrating the different
lessons on rhythm, which will make use of their knowledge about beat, accent, duration and time
signature. It is also an activity that showcases their creativity and demonstrates what genre of music they
prefer. 
RESOURCES
MuseScore

Music Composition Software

This is an application that allows students to create their professional-looking musical sheet. It also allows
them to listen to the notes that they have placed on the staves. The application also provides different
templates for possible variations.
LESSON 3 - Improvising Complex Rhythms Through Technology
WEEK 4

Period 1 - International 

(W/I) - Ta Titi TikaTika   Truth or Consequence Challenge (10 minutes)

As the class starts the students will write on a white paper personal questions that they want to address to their
classmates, and on a colored paper, the challenge they want them their classmates to do. Then this will be
collected and will be used later on during the game.

Then they  will form a circle and use the syllables Ta  if they want the person on their right to play next, Ti-ti  if
they want the person to on their left to play next, and Tika-tika if they want everybody to stand up and change
places, students who will not change their places and the student who will not have a seat will face either Truth
or Consequence depending on their choice. 

The teacher can continue the game until such time that the students are already making the correct timing in
saying and clapping Ta, Titi, and Tika-Tika. 

Then the teacher will remind the students that the value of Ta, Titi, and Tika-tika will challenge when the
bottom number of a time signature is changed either to 2 or 8. 

W/I - EdPuzzle Activity (10 minutes) 

The class will register to EdPuzzle and enter the class code.

The students wil then be given enough time to watch and understand a different way of looking at rhythm with
the  help of the following video clip. 

They will should also answer the three questions embedded into the video.

G - Making a Stand (5 minutes)

The teacher will then ask the students what is their take on this different way of looking at rhythm.

The class will stand up and move to opposite directions depending on whether they like or not like the concept of
circular rhythm.  

They will be given a chance to explain their side and to change their mind or opinion after hearing other's
opinion.

They may give a brief comparison of the two and why they prefer or not prefer a cirle than a linear rhythm. 

/I - Introduction to GroovePizza (15 minutes) 

The teacher will then ask the students to get their laptop and open the GroovePizza app.

https://apps.musedlab.org/groovepizza/

This is an application of the circular rhythm explained in the video at the first part of the class. 

The teacher will briefly explain the different features of GroovePizza, and how they will be able to create many
different tempos and rhythms through it. 

He will then ask the students to do some specific patterns in GroovePizza in order know if everybody can follow
and understand how to use the application.

The students will then create four different rhythmic patterns with the GroovePizza.

And then they individually present their groove to the class at the end of the session. 

Period 2 - International 

(I) - HIBS Genius (15 minutes)

The class starts with a guessing activity called, HIBS Genius, one by one, the students will guess what is written
on the paper placed on their head, by asking the students with questions that they could only answer by YES,
NO, or POSSIBLE.

W/I - A Short Review on the Features of GroovePizza (10 minutes)

The students will open up their GroovePizza applications, look for a partner and share with their partner what
they know about the application. 
The teacher will ask the students where they think GroovePizza can be useful?

(I )- Applied GroovePizza to Songs (20 minutes)

1. Choose five of your favorite songs

2. Search for their Time Signature.
3. Fill out the word document sent to you, on the first column, type the title of your song, on the second
column, give its Time Signature, and on the third column, the picture of the groove you will use for it.

4.
5. Save the document and send to aoribiana@hibsvietnam.com

END OF UNIT 1  -RHYTHM

Core Tactic – Using Technology

This tactic gives each of the students a great opportunity to all participate in the different activities with their
own laptop. It also provides them longer time to explore different applications that has something to do with the
lesson. Using technology in their music studies show them how musical concepts like rhythm are actually applied
in the music that they hear in their everyday life. This will hopefully provide them tools in the future if they are
asked to create rhythm or create music in their other projects. 

Term 1
Unit 2 – Singing in Harmony

OVERVIEW
Understanding
The students will understand that ...

 The human voice is melodic and the most versatile of musical instrument
 Taking care of our vocal folds is essential to our entire well-being
 Knowing our vocal range will help us choose songs that will not cause discomfort to our vocal folds.
 Creating harmony in songs requires good listening
 Proper timing is an essential  key to harmony  in music
 Following through a specific musical goal can be very challenging at times, but hard work always pays
off 

Essential Questions
Students will keep considering ...

 What substances and vices are bad for the vocal folds?
 What habits can help us take care of our voice?
  Why is water important for the voice?
 Why is it important to have vocal warm ups?
 How does diaphragmatic breathing and  correct posture improve vocal quality and overall impact of a
performer?
 How does the knowledge of  melodic range and vocal range help a person?
 In what practical ways can a student use his or her knowledge of melodic range, contour, and motion?

Knowledge
The students will know...

 McClosky Voice Technique and Complete Vocal Technique  are new methods that help people improve
in singing, and sing different genres.
 Melody is the "catchy" or memorable part of a music, which we usually call the tune.
 Melody is made the most obvious layer by giving it a higher pitch and a louder dynamics.
 Technically speaking, melody is a series of individual notes put together or designed to be together by
the composer.
 Harmony are the supporting pitches that accompany a melody. It appears either as the background
music or as countermelodies. 
 Melodic range refers to there distance between the highest and the lowest notes of the song. 
 Melodic range can either be  narrow (5 and below), medium (6-9), or wide (10 and above),  depending
ont he number of lines and space between the highest and lowest notes. 
 Melodic shape, also known as melodic contour, refers to the direction of the notes in a melodic line
whether it is ascending, descending, or static/steady/unchanged.
 Melodic motion or movement refers to the relationship of consecutive notes. 
o The melodic motion is called STEP  if notes are placed on consecutive lines AND spaces.
o The melodic motion is called SKIP  if notes are placed on consecutive lines OR spaces.
o The melodic motion is called LEAP  if there is more than one gap between consecutive notes
creating a greater gap than just a skip.
o The melodic motion is called REPEATED if the notes are placed on the same line or space.

Skills
Students will be skilled at...

 Consistently practicing diaphragmatic breathing everytime they sing

 Identifying melodic range, shape, and motion of a given musical score or excerpt
 Singing the solfge with the correct placement of voice
 Applying their knowledge of melodic range, shape, and motion in composing their own songs.

EVIDENCE
Performance Tasks
Singing in Harmony

In this activity, the students  will create  harmony by singing in group.

This is a concrete way of experiencing and applying the different lessons on harmony.

The students are free to improvise melodic lines (descant, countermelodies, polyphonic imitations) that will help
create harmony with the main melody of their chosen song.

this task gives opportunity to students to show their singing abilities and other musical talents like playing
musical instruments, reading notations, and performing with a group.

Singing in Two-Parts and 4-Parts

In this activity, the students are asked to sing an excerpt of "Dynamite" in two-part and 4-part rounds,
consequently creating a harmony out of the repeated singing of the melodic line by the different groups.
This activity also challenges them to blend the notes they are singing and balance it with the sound
created by their groupmates and the members of the other group. Finally it is a learning activity that
encourages teammates to be united not only in voice but also in heart. 

Singing the Solfege Individually

The activity is primarily aimed at giving everybody's voice a chance  to be heard. But with the same
activity, the listening skill of the students will also be tested as their singing of the solfege will be
accompanied by the keyboard. It is also a chance for them to know the range of their voice, and to what
particular vocal  classification they belong to. 
Other Evidence
 Aural and Visual Recognition of Solfege Notes
 Singing in Varying Intervals
 Singing Different Melodic Lines (SATB)
 Singing in Polyphonic Imitation
 Vocal Warm-Ups
 Observing Progressive Relaxation in McClosky Voice Technique

DESIGN
Lesson 1 – Singing in Harmony
WEEK 6

Period 1- International 

(W/I) Category (15 minutes)

The students will make a big circle. 

The teacher will then give the instruction. The assigned person will give a category and the students will have to
give specific or individual entry under that category each.

For example, the assigned person says, name of fruits: banana, the person on his right will have to give another
fruit.

If the person on his right fails to give any word, he then stands up and sing for 30 seconds.
If the students repeat what has already been said, he or she will also sing. 

(W) Discussion   (15 minutes)

The teacher will ask how the students feel when they sing. 

He will also ask the students to give their observations on how their classmates sang.

Then the teacher will discuss the McClosky Voice Technique and do some breathing exercises and singing
challenges.

(I) Individual Singing of Solfege and Classification of Voices (15 minutes)

The teacher will then ask the students to sing the solfege reaching their highes and lowest note. 

The teacher will then explain the different ranges for the classification of voices. 

Period 2  - International 

(W/I) Vocalization (15 minutes)

The teacher will give some vocalization exercises for the students to do in preparation for the activity on singing
intervals and creating harmony.

Then the class wil watch a video clip on some famous singers having their vocalization routines. 

The teacher will then solicit opinions from the students why vocalization is important.

(I) Discussion on  Intervals (10 minutes)

The teacher will then review the concept of intervals with the class. 

He will ask the students what they know about intervals and how is it used in vocal and instrumental music. 

The teacher will then invite the students to sing in intervals, from the C4-C5 and vice-versa.

(15) Singing  in Harmony (Applied Interval)  -15 minutes

The teacher will give the students an excerpt from Beauty and the Beast, in split voices.
He will then sing each line and assign students who will that particular line. 

Then the class will be divided into two groups and practice singing the lines in two voices. 

Each group will present the result of their practice before the class ends.

Core Tactic – SINGING EXERCISES AND CHALLENGES

This lesson is replete with singing activities which already applies the theories and the technique that has just
been discussed. It is a good way to remember for example the lessons under McClosky Voice Technique that will
give them an idea how to do things even when they are on their own. The other exercises are ways also of
preventing damage to one's vocal chords. Singing in harmony however is an activity that requires team work and
cooperation that will be reflected on the sound that the group will create.

Lesson 2 – Harmony in Round Songs

WEEK 7 

(Because some of the students don't believe they can sing, the following lesson will first aim to motivate
them that they can actually sing, and that they can develop their singing abilities).

Period 1- International 

(W) The Potato Challenge - Follow Through (10 minutes) 

The teacher will ask the students to make 3 groups and go with the persons they trust the most. 

After the grouping is set, the teacher will give each team a potato and a straw, and will ask the groups to make
the straw go through the middle of the potato while saying the words "Follow Through".

The teacher will then ask the groups to show him if they are able to do the challenge. If they are able to do it.
They will ask all the members of the group to try it,  and teach the rest of the group how to do it (without
researching on the net). 

After everybody has successfully finished the "Follow Through" activity, the teacher will ask the students why he
asked them to do it. 

And he will explain that it is because some members of the class hesitate to sing, or do not believe that they can
sing. 

But just like the potato, singing can be followed through if one will just give it a try. Many wonderful things in this
world came about because somebody tried, how much more great things happen  if we follow through. 

(W) Discussion on Harmony (10 minutes)

The teacher will then discuss the concept of melody, melodic range, melodic contour/shape, and melodic
motion/movement.
(G) Singing Harmony with a Round Song  (20 minutes) 

Then the class will study an excerpt from the song "Dynamite" with the following lines:

I throw my hands up in the air sometimes

Saying "Ayo! Gotta let go!"

I wanna celebrate and live my life

Saying "Ayo! Baby, let's go!"

And  it goes on and on and on

And it goes on and on and on

Yeah!

If the students are already comfortable with the melody of the song then, the teacher will divide the class into
two groups and will sing the excerpt as a 2 part round song.   

When the students are already creating harmony with the song, the class will then be divided into 4 groups and
sing the excerpt as a 4-part round song until the class creates a harmonious imitative polyphony. 

The teacher will then remind the students to continue practicing the excerpt in their free time for the challenge
the following day. 

Period 2 - International 

(I) The Alphabet Game (10 minutes) 

In the alphabet game, the teacher will give the first lettere of the alphabet and anybody in the class can say the
next letter, and another person will do say the next, and so on and so forth. 

If two members of the class say the letter at the same time, the alphabet will have to start from A again. For the
first trial, the students will be given 3 minutes to finish the alphabet. One person is not allowed to say to
consecutive letters. 

If the first round seems easy for the class, they will be asked by the teacher to close their eyes as they do the
game. 

And for the final variation, instead of just saying the letters, they will have to sing the letters with any tune they
wish so. 

The teacher will explain that the game was a way to make each of them sing. 

The teacher will then ask the students what they learned from the game that they can use in music. Were
there times when two or three of students sang together and harmonize?

(W) Seatwork: A Review on Melody (15 minutes)

The teacher will first review with the students that terms that they have taken up in the previous meeting. 

The teacher will then flash on the screen, musical scores and he will ask the students to encircle the correct
range, contour, ,or motion of the melody.

(G) Presentation: Round Song - "Dynamite"

The teacher will ask the students to review with him the excerpt from dynamite and select thergroupmates. 

Then they will be given 10 minutes for their group practice, guided by the lyrics with markers on which part they
they should start singing. 

After 10 minutes, each group will be called one by one and their performance will be recorded for evaluation 
and documentation. 
Core Tactic – Vocal Exercises
The primary method used in this lesson are group challenges. It prepares the students to enter into the lesson,
and to reflect about how they are doing with their studies.  But incorporated in the group games are musical
elements and exercises that will require them to sing the melodies properly and cooperate with their
groupmates. 

Lesson 3 – Mid-Term Exams

WEEK 8

Period 1: Bilingual/International

(W) Review of Topics Covered (10)

The teacher will review with the students the different topics that were covered in the first 2 months.

(I) Individual Review (10 points)

The students will then be given 10 minutes for their personal review.

(W) Reminders and Instructions (5 minutes)

The teacher will explain that the written exam is only 40% of their total Mid-Term exams. The 60% will be
coming from their performance test.

The teacher will then give the mechanics and rubrics for their performance test. The students should prepare for
their performance for the next meeting.

(I) Mid-Term Written Exams (15 minutes)

The students will then quietly answer their written exams.

Period 2: International

(W)  Watching Other Students’ Performances (10 minutes)

The teacher will show the performances of his previous students and will challenge the class to do better in their
own performances.

(I) Practice (15 minutes)

The students will then be given 15 minutes for their group performance.

(I/G) Performance (15 minutes)

The groups will then be called for their performances. 

WEEK 9: MID-TERM EXAMS

END OF THE UNIT: MELODY AND HARMONY

Core Tactic - Review

This tactic gives the students a chance to see the overview of the entire units and to prepare for the exams with
deeper understanding of the topics taken up. 

Term 1
Unit 3 – Playing Chords on the Piano Keyboard
Overview
Understanding
The students will understand that ...
  Learning how to play a musical instrument brings about a feeling of satisfaction.
 Taking care of school's musical instruments is a good way of practicing how to become a responsiblle
musician.
 Daily practice on musical instruments  requires dedication, discipline and hard work. 
 Musical skills can be acquired and can be honed.
 Knowledge on chord-playing can be very helpful in some occasions or events.

Essential Questions
Students will keep considering ...

 In what ways can a student  progress in the study of  a musical instrument?
 How long should one practice playing chords on the keyboard everyday?
 What kinds of exercise can help a keyboardist prepare for a song study?
 What are the important things to remember in using the instruments in the Music Room?
 Why is it important to have a discipline as to where and when only can a student play the musical
instrument?

Knowledge
The students will know...

 A chord is composed of three or more tones or notes that are played together.
 The basic chord that produces harmony is  a triad. A triad is made up of three tones –  a root, its third,
and its fifth.
 In its basic position,  the root is the lowest note. The second  tone is called  third  because its distance in
pitch from the root is third. The third tone is called fifth because its  distance in pitch from the root is a
fifth.
 A chord may appear in a blocked form or in a broken form with notes arranged in a rapid succession
called arp  A chord may appear in a blocked form or in a broken form with notes arranged in a rapid
succession called arpeggio.
 Primary chords are basically “family chords.” These are three chords that are mostly likely to occur
in  any given key. 
 The method used in finding the primary chord of any key signature is the mathematical formula of
identifying and selecting the 1st, 4th, and 5th notes of a scale. 
 These primary chords are also referred to as tonic, subdominant, and dominant. Tonic is a triad built on
the first note of the scale. A dominant chord is built on the fifth note of the scale, while the subdominant
is built on the fourth note of the scale.
 Secondary chords are derived from the 2nd, 3rd, 6th and 7th degrees of the scale. They are also
referred to as supertonic (ii), median (iii), submediant (vi) and leading tone (vii). 
 The 7 Basic Chords 

Skills
Students will be skilled at...

 Identifying the chord name for a given combination of keys. 

 Producing consonant sounding chords using the closest inversions.
 Playing rhythmically some familiar songs.
 Reading chords of the songs studied
 Improvising rhythm of chords  for a chosen song.
EVIDENCE - PERFORMANCE TASKS
Integrative Performance Task

The students will be playing a complete song that uses Major and minor chords with a partner. They may sing
along with it or ask somebody from the class to sing the song for them. 

The piece that they will use, however, should be submitted three weeks before the Final Exams in Music in order
for the teacher to check if it uses enough chords for the task. 

Students' performances will be assessed based on musicality (overall sound) and musicianship (their decorum in
the performance).

Playing the 7 Basic Chords on the Keyboard

One   fundamental knowledge that a band keyboardist or church accompanist, or instrumentralist,
should learn is to play tuhe basic chords. In this learning activity, the students will be assigned to
keyboards and play the seven basic chords that are used in hundreds of songs. At first, they may look at
the patterns provided but after that, they will be asked to use only the letter names and refrain from
looking at the pattern. They will have to repeat doing and playing the chords until they have mastered
the 7 Basic Chords. 

Playing Sharp, Flat, Sustain, and Diminished Chords

This learning activity will primarily focus on formulae of creating the    sharp and flat chords  as well as
the formulae for making sustained and diminished chords. Although these chords may not appear as
commonly  as the  basic major and minor chords, they add color to  chord playing and at times they are
inevitably used in a particular style of key signature. This activity will be again done individually. The
teacher will give excerpts of famous songs using these kinds of chords and the students will have to play
the excerpt assigned to them. 

Playing 1st and 2nd Inversions

Students are asked not only to play the chords in this unit, but also to analyze the chords  and more
importantly, which  finger position to use (root, 1st inversion, or 2nd inversion) in a song to facilitate
rhythm and musicality In this activity, the students will again have a hands on on the keyboard and know
how to make inversions for the 7 basic chords that they have supposedly mastered by this time. 

Playing Minor Chords in a Song

For this learning activity, the students will be asked to play individually the minor chords and be able
apply them and merge them with the basic or major chords that they have already studied. The best way
to practice this is by looking  for a song  that uses  enough minor chords. The teacher will provide one
song which uses minor chords, and then the students will be asked to research on a song they like which
is using minor chords.

Playing the Basic Chords with both Hands in a Song

In this learning activity,  the students will use their left hand, playing either power chords or simple
chords on their left hand together with their right hand. They will apply these chords to the 1st verse/s of
a song and its chorus. This is a way of integrating the lessons taken up at this point and will give them a
firs hand experience of how chord playing words in actual songs. 
Other Evidence
 Note-Reading on Grand Staff
 Identifying and Naming Black and White Keys
 Rhythmic Playing of Chords
 Mastery of Hand Positions 
 Pen and Paper Quizzes and Seatworks

DESIGN
Lesson 1 – Primary and Secondary Chords
Period 1
(W) Student Led Conference Materials (15 minutes)
The teacher will first ask the students to review with him the topics covered and the activities they have done in
the first two months of Music Class in preparation for the Student-Led Conference.
(W/I) Review of Note-Reading and Names of Piano Keys (15 minutes)
The teacher will then assess the knowledge of students on Note-Reading in preparation for the study of
instruments.
The teacher will flash on the screen notes on G-Clef (Treble Clef) and F-Clef (Bass Clef) and will ask individuals to
identify its letter name.
The teacher will also ask the students to give him the letter usual mnemonic device in memorizing the lines and
space of both Clefs.
He will then ask the students to go to: http://www.musictheory.net/exercises/note
Set the Clef into Grand Staff

Set the range from the first ledger line under F-Clef (E) up to the first ledger line on top of the G-Clef (A)

Get 20/20 points with 100% the fastest possible time.

(W/I) Review on the Names of White and Black Keys of the Piano Keyboard (10 minutes)
The teacher will then flash on the screen a big keyboard and distribute papers where they can find a notation
and a letter pitch name.
Then they will be asked to patch the paper they are holding on the correct key flashed on the board.
Before the class ends. the teacher will ask the students what their suggestions are in studying instruments based
on their experiences in the past years. 
 
Period 2 – International
  (W/G) OPENING ACTIVITY - GROUP YOURSELVES INTO THREE:  A GAME ON TRIAD (15 minutes)
The teacher will flash on the screen all the possible combinations in a triad (chord)
The students will be assigned particular notes ranging from:
C-D-D#-E-F- F#-G-G# -A-B-C’-D’-D#’-E’-F’-F#’ -G’- G#’-A’-B’
The students will then be asked to group themselves by three using only the following combinations:
C-E-G,
D-F#-A,
E-G#-B,
F-A-C,
G-B-D,
A-D#-E,
B-D#-F#
 
After the count of 5 and they are not yet with a correct group mates, or if they are more than three, then they
will be out of the game.
There will be 3 rounds, so the students can be more familiar with the notes that should go together.
(W) Discussion on Chords, Primary Chords, and Secondary Chords.  (15 minutes)
The teacher will then discuss the definition of chords as three or more tones that are played together, the basic
being the triad (group of three notes) which was what the game was about.
The teacher will then discuss how the basic triads are formed, which one are called primary and which ones are
called secondary.
(G/I) Playing Chords on the Keyboard (15 minutes)
Then the teacher will present the 7 basic triads on the keyboard from which all other chords are founded.

The students will then go to their assigned keyboards and play the basic chords with their right hand.
The students will be asked to use their 1-3-5 in forming the triads.
The students will then form on the keyboard the chord that the teacher will say.
The pacing will be faster and faster, until the students are able to form the chords accurately. 

Core Tactic – Modelling and Regular Practice

To achieve the goal of learning how to play chords on the keyboard, the teacher will ask students to imitate on
the actual keyboard what he will be modelling on the board. This process will be repeated several times, until the
students are comfortable and very familiar already with the notes the go along together. 

Another tactic that will be used for this unit is a challenge to students to have a regular practice everyday at
least for 15 minutes each day, so they can master and memorize the chords before another set is given the
following week. The students will be given a form which the teacher will ask them to put on their notebook or
clear book and check each day in order for them to master it. 

Lesson 2 – Playing Basic Chords with Both Hands

WEEK 11

Bilingual/International Period 

(W) Body Parts Activity: A Lesson on Body Coordination  (15 minutes) 

The teacher will distribute to the class words pertaining to the different parts of the body. 

The students will then have to draw only that part assigned to them.

After two minutes, the class will have to cut their drawings and put patch their drawing on its proper place until
everybody form a person's body on the board. 

The teacher will then ask the class what can they say about the person they form.

The teacher will also ask the students could they have done better had they communicated with each other
about the activity. 

Then the teacher will connect the activity to the lesson saying that this is how our body functions when we play
musical instruments, there should be an ongoing communication between the different parts of the body.
This is ideally and supposedly how a class or a school should work also, in proper coordination or else we will just
create a "monster" not a person, we will create noise instead of music. 

(G) Review of the 7 Basic Chords  (15  minutes) 

The class will first have some drills on the board. 

The class will be divided into 3  groups. There will be Chord Names flashed on the screen and the students in
front will have to form the chord by checking the right combination of keys on the board. 

The team which will be able to get the most number of correct answer wins the game and will have the priority in
using the keyboards with sound. 

(W) Introducing Power Chords for the Left Hand (15 minutes)

Then the class will be introduced to Power Chords, which fingers to use and the formula in forming the power
chords. 

The students will be asked to go to their assigned keyboards and practice playing the power chords. 

If they are familiar already with the power chords, then they  will try to play them with the 7 Basic Chords with
their right hand. 

The class ends with the teacher reminding the students to prepare for a quiz on the following meeting about
note-reading, names of keys, the 7 Basic Chords, and the Power Chords. 

Period 2 - 45 minute Quiz

The students will be given a 45- minute quiz composed of written and practical tests. 

Lesson 3 – Playing Minor Chords in a Song

Period 1

(R) Review and Graded Recitation (10 minutes) 

The students will be called one by one to answer one question each worth 10 points.   If they do not get
the correct answer with their first answer, they will be given another chance, but if correct will only be
equivalent to 7 points. And if for the third time they still do not give the correct answer, they will get 3
points for their participation. 

The question is all about identifying the chords of the given pattern flashed on the board. 

(I) Written Quiz on Note-Reading, Keys and Chords (15 minutes) 

The students will then be given a written quiz on Note-Reading, Keys and Chords. 

(W) Introduction to Minor Chords (15 minutes) 

If the students finish the quiz early, the class will be introduced to the minor chords and the formula in
playing them. 

Period 2

(I) Game on the Correct Names of Keys and Chords (10 minutes) 

All the students are included in the game. The students only needed to choose the letter of the correct
answer and fall in line on that answer. 

Students who are falling on the wrong line will be eliminated. The game continues until only one player is
left. 

If all are eliminated and there are still questions, there will be another round. 

The question will all be related to the Correct Names of Keys and Chords.  But this is also a  game that
teaches them how to make decisions, or perhaps know the right person to follow.

(W) Introduction/Review of the Minor Chords (15 minutes) 

If the class has alredy been introduced to the Minor Chords, the first activity will be hands-on on the
keyboard, so they can practice playing the minor chords. 

The teacher will then give the students some drills on the keyboard to see if they have already mastered
the 7 Basic Chords, the Power Chords, and the Minor Chords. 

(G) Group Song Activity  (15 minutes) 

The class will then be divided into 5 groups, with three members each. 

The students will be asked to research on a song that all the members of their group want to play.

A member of each group will copy and paste its lyrics and chords on a notepad or word document and
send it to the teacher. 

The students should also attach in their word documents, pictures or images of the chords on keyboard
that they need to use in the song. 

The remaining time will be used by the students in trying to play the chords of their song on the
keyboard. 

The teacher will then move around to see the difficulties they are facing and what particular chords they
should learn  in order to play the entire song.
Lesson 4 - Playing 1st and 2nd Inversions of Chords
WEEK 13

Period 1

(W/I) Introducing Inversions (15 minutes)

The teacher will first discuss with the students what inversion is and how to make the 1st and second
inversions of the C Major Chord.

Then individuals will be called to make the different combinations for Root Position, 1st Inversion, and
2nd Inversion of the rest of the Major Chords.

Others will be asked to identify the chords flashed on the screen.

(W) Discussion on Inversion of Minor Chords (15 minutes)

The teacher will first review with the students how to form the minor chords.

The students will then have to form the inversions of the minor chords themselves.

(I) Seatwork (10 minutes)

The students will be asked to answer a worksheet on inversion of minor chords based on the discussion.
 
Period 2

(G) Group Practice (40 minutes)

The entire period will be allotted for the group practice.

The teacher will move around to see the progress of each group and what difficulties they are
encountering in playing the chords.

The keyboards will be assigned to the particular groups. 

Lesson 5 - Playing Sharp, Flat, Sustain, and Diminished Chords

WEEK 14

Period 1 

(Teachers' Day Celebration)

Period 2 

(W) Review of Basic Chords, Power Chords and Minor Chords (15 minutes) 
The teacher will review the class about the previous lessons on Chord playing. 

Students will need to identify the different chords flashed on the screen. 

(W) Introducing Sharp, Flat, Sustain, and Diminished Chords (10 minutes) 

The students will be introduced to the formula in forming Sharp, Flat, Sustain, and Diminished Chords. 

(G) Group Practice  (15 minutes)

The rest of the time will be for the group practice. The groups should show to the teacher any progress
that they have achieved so far. 
Lesson 6 - Cadence, Review, and Practice
WEEK 15

Period 1

(W) Reminders and Instructions for the Final Written Exam and Performance Test (10 minutes) 

The class will be informed of the schedule of the Final Written Exam and the Rubrics for the Performance Test. 

The teacher will also give an assessment of the progress of individual groups in the practice of their song. 

(W) Introducing Major Sharp Chords, Minor Sharp Chords and Flat Chords (10 minutes) 

The students will be introduced to the formula in forming Major and Minor Sharp Chords, and Flat Chords. 

(G) Group Practice  (20 minutes)

The rest of the time will be for the group practice. The groups should show to the teacher any progress that they
have achieved so far. 

Period 2 

(W/G) Group Practice (40 minutes) 

The entire period will be allotted for the group practice.

The vocalists of the groups should be able to sing along with the accompaniment. 

The teacher will move around to check the musicality of the presentations and to check what each group needs
to improve and focus on. 

Lesson 7 - Final Exams and Performance Test

International Period

(W) Review on all the Lessons (20 minutes)

The teacher will give a short review of all the topics that have been covered before the finals.
Then the students will have their individual review. 

(I)  Final Written Exam (20 minutes) 

The students will then proceed to the library where they will be seated according to the teacher's plan and
will take the written exam for the remaining time.

International 

(G) Group Practice  (20 minutes) 

The students will have their group practice for their group presentation to polish their song.   

(G) Group Presentation (20 minutes) 

Individual groups will be called in front for their performance. 

WEEK 17 

FINAL EXAMS in other subjects

WEEK 18 

International Period
Last Class of the Term 

(W) Review of Topics Covered (10 minutes)

The class will review the topics that have been covered for the 2nd Half of Term 1. 

Performances will be shown and students will look at the exhibit of pictures in the Music Room .

(W) Short Movie Viewing on Music

Movie: Amadeus

Core Tactic – Board and Keyboard Activiities

In order to assess how deep the students' understanding is about Chords (Major, Minor, Power and
Inversions), they will have to demonstrate it by completing diagrams of chords on the board and actually
play them on the piano keyboard individually. 

Term 2
Unit 1 – Operas and Musicals

OVERVIEW
Understanding
The students will understand that ...
  Composing a song may involve  a lot of focused efforts.
 It is worthwhile to write something original .
 Creativity and innovation attracts others to one's works.
 Things they have learned before can be very useful in the future. 
 They can contribute to the history of music by being composers themselves

Essential Questions
Students will keep considering ...

 Why is it important to try doing new things and discover new talents?
 How can one show appreciation to other's composition?
 In what ways can one widen one's materials in composition?
 Why is it important to always have a purpose in mind when composing?
 How can a student enhance his or her potentials in music writing?

Knowledge
The students will know...

 The ideal length of a song title  is from one to five words.

 The title is important because it sums up the song, it will guide the one composing, and it will keep one
focused on a particular topic. 
 A good song title is one that catches your attention, interesting, real, emotional and something which
you really want to write about. 
 Using questions as guide in writing the lyrics finishes every song, keeps listeners interested, and gives the
lyricist the chance to say what he wants to say.
 A good song draws you in with questions, and answers those questions in a new way. 
 The organization of musical elements to achieve utmost symmetry and balance is called musical form.  
 There are five most common musical forms one can choose from when considering the structure of their
compositin: 1) strophic; 2) binary; 3) ternary; 4) rondo; and 5) rhapsodic 
 In many contemporary compositions, the song path is usually  composed of the combination of verse,
chorus, and bridge. 
 Melody communicates the emotional message of the song. 
 A hook is a memorable line or series of lines in a song. It is that catchy bit of tune that grabs the
listener's attention and keeps them thinking about the song later. 
 The different key signatures exude specific emotions that students may want to consider when choosing
a particular musical key for theri  composition

Skills
Students will be skilled at...

 Analyzing the lyrics  and melody of songs 

 Giving striking  original titles with ideal lenghts 
 Writing meaningful and coherent lyrics that matches the title
 Identifying the musical forms of any given song 
 Creating an original hook and a memorable melody
EVIDENCE
Performance Tasks
Composing and Presenting an Original Chorus Part

The students will  present a short but original chorus  in a performance. The chorus should be complete with
lyrics and melody  and which should be connected to a title which they have also originally written. 

This performance task integrates several skills at the same time, including their abilities to write good title and
lyrics, create a memorable melody, and sing and play a song in front of the class. 

Assessment will primarily be based on the originality of the composition. 

Identifying Musical Forms

In this learning activity, the students will be given three audio files to examine. They are primarily to
identify the musical form of the songs by marking the lyrics where a new melody or section starts and
ends using the symbols for the different forms (Strophic=A/AAA; Binary=AB; Ternary= ABA/ABC; Rondo=
ABABA/ABACA; and Rhapsody=ABCD...). At the end of each they are to identify and to write what they
think the musical form of the song is. 

In this activity, the students' ability to listen to melodic change will hopefully surface. 

Song Analysis

In this learnign activity, the students are given a song to look into, i.e. Katy Perry's "Roar". They are
primarily to see how meaningful the lyrics of the song is, how the title of the song summarizes the story
of the song, and how the melody fits the message of the song. The students will listen to it  and answer
specific questions pertaining to the title, lyrics, and melody of the song. 

This activity aims to inspire the students to write a meaningful lyrics of their own. 

Composing and Presenting an Original Chorus Part

The students will  present a short but original chorus  in a performance. The chorus should be
complete with lyrics and melody  and which should be connected to a title which they have also
originally written. 

This performance task integrates several skills at the same time, including their abilities to write
good title and lyrics, create a memorable melody, and sing and play a song in front of the class. 

Assessment will primarily be based on the originality of the composition. 

Writing Original Titles

In this learning task, the students will write 5 original titles following the guidelines in making ideal titles
as discussed in the class. 
This activity will hopefully help make surface the specific topics tha the students would like to write
about in the future. 
Other Evidence
 Singing and Playing Musical Instruments
 Using the correct notes from a given Key Signature
 Choosing the right words to tell the story of their song
 Confidence in sharing to the class their original work
 Pen and Paper Quizzes and Seatworks

DESIGN
Lesson 1- Introduction on Composition and Course Outline for Term 2
WEEK 1 

International Period 

(W)  Opening Activity: Listening to Song and Song Analysis (10 minutes) 

The class will be given copy of the lyrics of the song "Roar" by Katy Perry. 

Then the students will read along the lyrics as they listen to the song twice. 

The students will have to answer 3 questions about the song after listening to it. 

(I) Sharing of Analysis (20 minutes) 

Individual students will then be called to share their answer to the class.

Students will share what they think the song is all about and their analysis of the lyrics and melody of the song. 

(W) Presentation of Course Outline (10 minutes)

The teacher  will  present the course outline to the class for the 2nd Term.
•Introduction: Song Analysis
•Title and Lyrics
•Adaptation
•Forms and Song Path
•Choosing a Key Signature
•Creating a Hook and a Melody
•Adding Depth to Composition
•Documentation using Muse-Score
•Groupings and Practice
•Presentation of Original Composition
Core Tactic – Guided Inquiry
In order to achieve the objective in this activity, the teacher will give some guide questions to the students in
order for them to analyze the lyrics and melody of the song "Roar" more thoroughly. 
Resources
Roar - Katy Perry
Text
This is a short analysis of the figures of speech used especially in the first stanza of the song. It
shows the build-up and the change in perspective of the 'singer' leading to the moment when she
decided to 'roar'.
Lesson 2 – Title and Lyrics
WEEK 2

Period 1 - International 

(W/I) Opening Activity: Guess the Title (10 minutes) 

The students will listen to five 'not so familiar' songs and will try to guess their titles by choosing the correct title
from choices flashed on the screen. 

1. Heart of Gold
2. Donna, Donna
3. Vincent
4. Father and Son
5. Nothings Gonna Change my Love For You (instrumental) 

Students will afterward share to the class whether they find the guessing easy or difficult. 

They will also share how they were able to guess the answers correctly. 

(W) Trivia on Song Titles (10 minutes) 

The teacher will flash on the screen the following words and ask the class to read it together: "Regretting What I
Said to You When You Called Me 11:00 On a Friday Morning to Tell Me that at 1:00 Friday Afternoon You’re
Gonna Leave Your Office, Go Downstairs, Hail a Cab to Go Out to the Airport to Catch a Plane to Go Skiing in
the Alps for Two Weeks, Not that I Wanted to Go With You, I Wasn’t Able to Leave Town, I’m Not a Very Good
Skier, I Couldn’t Expect You to Pay My Way, But After Going Out With You for Three Years I Don’t Like
Surprises"

The teacher will then ask the class what do they think these words are.

Then he will say that it is the longest title of an English song. 

The teacher will then ask the students what they think is the shortest English song title.

The students will then give their individual guess. 

(W) Discussion on Title of Songs (15 minutes) 

The teacher will then ask the students what they think is the ideal length of a song title. 

The students will be asked why they think it is good to start with a title when composing a song. 

The students will also be asked what they think are good characteristics of song title.  

The class will also be asked where they can get original title of their songs. 

(I) Making Original Titles (5 minutes) 

After the discussion, the students will be asked to write individually  their 3 original title of songs. 

The titles will be submitted to the teacher and will be graded based on originality and how they follows the
guidelines discussed in the class. 

Period 2 - International 

(W) Listening to an Adaptation (5 minutes)

The class will first watch a short video adaptation of "Take Exams" to the tune of "Shake it off" and study how
the original lyrics of the song was changed to tell a new story. 

(G) Rewriting the Lyrics (20 minutes) 

The class will be divided into seven groups by asking the students to be in pairs.

The students will then be  asked to listen to the original chorus of "Let It Go" and to totally change the lyrics of
the chorus to fit a particular topic each pair has chosen. 

Each pair will then share to the class their chosen topic and their new lyrics by singing it  using the original tune
of "Let it Go."

(W) Discussion on Title and Lyrics (15 minutes)

The teacher will then share to the class how to write the lyrics by asking questions about their chosen title or by
listing down words and phrases suggested by the Song Title.

The will then listen to the song "Smile" by Uncle Kracker to hear an example how the lyrics of the song surfaced
from the word 'smile'.
Core Tactic – Guided Practice
In order to achieve the objective in this activity, the teacher will give examples of titles for different categories
that they can choose from. These examples will hopefully guide the students in choosing words that create
images in the minds of the reader or listener once they heard the title of the song. 
Resources
RobinFrederick.com Shortcut to Hit Songwriting
YouTube
https://www.youtube.com/watch?v=_6Ijn_V3ZSg
This is the 2nd Part of the Robin Frederick's Series of Lecture on How to Write a
Song. It focuses on the ideal length and words that should be used in writing an
original title.

Lesson 3 - Forms and Song Paths

WEEK 3 

Period 1 - International 

(I) Aural Activity (10 minutes) 

The class will listen to the song "How Far I'll Go" while reading its lyrics.

As they listen to the music the students will have to identify  how many parts the song has by labelling its parts
with letters. Parts of the song which sound similar should be labelled with the same letter.

The students will be asked to share their answer to the class after they have finished identifying the different
parts of the song. 

( W) Discussion on Musical Forms (30 minutes) 

The teacher will then introduce to the class the concept of musical form as the organization of musical elements
to achieve utmost symmettry and balance in a song. 

One by one, the teacher will present the five different  musical forms or structure which they can use in their
original composition, namely, 

1. Strophic - A/AAA
2. Binary - AB/AAB/ABB
3. Ternary- ABA/ABC
4. Rondo - ABABA/ABACA
5. Rhapsody- ABCD...

Students will listen to examples for each of the structure and form to understand deeper how each form is
structured.

Period 2 - International 

(I)  Review on the Different Musical Forms (10 minutes) 

Individual students will be called to give one of the musical forms discussed in the last meeting.

The same student will choose one of his/her classmates to explain to the class the meaning and symbol for the
given form. 

The second student will then ask choose one of his/her classmates to give a sample song for the given structure. 

This same process of review will continue until all the musical forms have been reviewed by the class. 

(I) Aural/Written Quiz (10 minutes) 

The students will be given 3 new audio files to listen to and identify their respective musical  forms.

The students will have to listen carefully to each of the songs, and write their answer on their answer sheet. 

(W) Discussion on Song Path  (15 minutes) 

The teacher will then present to the class the different elements in song paths of many popular songs. 
The students will have to familiarize themselves with the terms Verse, Chorus, and Bridge, and how these
sections differ from each other. 

(G) Diad Sharing on Favorite Song (5 minutes) 

Students will then be asked to look for a partner, and share with their partner their favorite song and how they
think the song path of that song was designed by the composer.
 
They may use symbols or shapes to facilitate their presentation of the path of their favorite song
Core Tactic – Song Analysis by Group
To deepen the understanding of students about song paths, they will be asked to listen to several audio samples 
by group. Each group will have to identify when the melody changes in a song. With this tactic the students will
be able to see how the composer structured his or her song. It will also give them an idea how they would want
their original composition to be structured.

Resource
RobinFrederick.com Shortcut to Hit Songwriting
YouTube
https://www.youtube.com/watch?v=_6Ijn_V3ZSg
This is the 4th Part of the Robin Frederick's Series of Lecture on How to Write a Song. It focuses
on the possible song path that a composer can take when structuring his/her song.

Lesson 4 – Choosing a Key Signature and Creating a Hook and Melody

WEEK 8 
Creating the Melody 

Period 1 - International 
(I) The Greatest Composer (10 minutes) 
All the members of the class  will be asked to share to the class who they consider as the greatest
composer is and why?

(W) Watching an Inspirational Video (10 minutes) 

The class will then watch short video clips of famous composer. 

(W) Discussion on Key Signatures (20 minutes) 

The teacher will then discuss  possible ways to facilitate composition of original melody, either by:
1. Choosing a key signature and combining different notes in a scale, or
2. Playing with chords, or 
3. By simply combining notes and freely using knowledge of melodic shape, contour, and movement. 

Period 2- International 

(I/W) Hooked by the Hook (10 minutes)

Students will recall the most beautiful melody of a song they like and share it to the class by singing that
line.
The teacher will then explain to the class these memorable lines, or tunes are what is known as the
hook. 
Composing melody of a song may start by creating a hook. 

(G) Group Work on Original Melody (20 minutes) 

The class will be divided into 5 groups and each group will have to create an appealling, original melody
using the available musical instruments in the Music Room. 
Groups should be guided by the discussion on Key Signatures and can use their knowledge about Chord
Playing. 
The melody which should create must be 1:00-1:30 minutes in length, following their preferred song
path or musical form.

WEEK 9
Composing a Chorus/Refrain of a Song

Period 1

(G) Groupings and Initial Steps in Composing a Chorus Part (15 minutes)
The class will be divided into pairs and they will have to start writing the lyrics and melody of a chorus. 
In each pair, there will be someone who knows how to play a musical instrument.
They start writing their song by thinking of a title, then writing the chorus part, and then putting melody
into the lyrics.
One they are able to create the chorus of their song, they are almost done with 50% of their song. 
If they decided to use a musical form other than the rondo form, they should inform the teacher so he
can tell them which part of the composition will he be asking them to compose.

(G) Writing the Title and the Lyrics (25 minutes)

The rest of the period will do be used by the partners in writing the title and lyrics of their song. 
The title and lyrics will have to be submitted to the teacher at the end of class and will be graded as a
seatwork.

Period 2

(G) Composing the Melody of the Chorus  (40 minutes)

Students will be assigned to their musical instruments and they will be given the entire period in creating
and finalizing the melody of their chorus part,
using the lyrics that they have submitted in the previous meeting. 
The melody of their song should be totally original and should not be taken from any other song that
they know already. 
The teacher will go around and check the progress of their composition. 
Students may use softwares or just write the notations or chord progression of their composition on the
provided sheets.
Core Tactic - DEMONSTRATION AND GUIDED PRACTICE
In order to teach the students how to create their own hook and melody, the teacher will create short motifs and
phrases from basic major chords. And from the created  phrase, the teacher will create sections that would be
somehow approximate the usual lenght of present-day chorus parts.  Students will even be asked to put in words
to the created melody for participation. 

After demonstrating how it is done, the students will be given materials to guide them in create hook/melody.
The teacher will move around as the students play melodies using the keyboard and using the correct notes for a
particular scalel that they have chosen to use. 
Resource
Characteristics of Musical Keys
Hyperlink
http://biteyourownelbow.com/keychar.htm
This resource enumerates the different musical keys and specifies the emotion or atmosphere
each of the key signatures exudes.

Lesson 5 – Mid-Term Exams

WEEK 10 
Mid-Term Exams in Music

Period 1

(W/I) Recitation and Review (15 minutes)

Students will be given 2 questions each that will serve as a review for the written exam. 
This is a graded recitation and students maybe able to get as much as 10 points if they answer both questions
correctly. 

(I) Individual Review (10 minutes)

Students will be given 10 minutes to review their notes and remember important details that may appear in the
exam. 

(I) Mid-Term Written Exams (15 minutes)

The class will move to a more suitable place where they can take their Mid-Term Exams. 

Period 2

(G) Final Practice for their Original Hook/Chorus Part (20 minutes) 
The first 20 minutes will be given for the groups to polish the original melody that they have created. 
The groups will have to assign somebody in the group to explain what method they used in creating the melody
for their song.
Then the groups will have to go to their assigned instruments to rehearse their original composition.

(G) Presentation of their Hook/Chorus Part (20 minutes) 

A representative from the group will first give a short explanation of how they were able to come up with their
melody. 
Then the group will present their original composition of a chorus part.

WEEK 11
Mid-Term Exams in Other Subjects

Term 2
Unit 2 – Music and Media Technology
OVERVIEW
Understanding
The students will understand that ...

 Music softwares eliminate some difficulties in composition and makes it possible to produce a
more accurate and  professional-looking music sheets
 There are still many innovations and original styles that can be introduced in music writing
 Things they have learned earlier serve as building blocks for more complex endeavors and projects 
 Every indiviudal student of HIBS can contribute to the development of the history of music using
technology

Essential Questions
Students will keep considering ...

 Why is it important to explore new forms of technology that can be useful in music education?
 How can one maximize his/her knowledge about music software?
 In what ways can composers collaborate through technology?
 How can a student enhance his or her potentials in music writing?

Knowledge
The students will know...

 The ideal length of a song title  is from one to five words.

  


Skills
Students will be skilled at...

 Using MuseScore2 in creating their own music sheets and original composition
 Creating complex rhythms through available softwares
 Revising earlier versions of their composition to create a better sounding melody
 Applying the principles of composition they learned in the discussions
 Giving constructive comments regarding others' work

EVIDENCE
Performance Tasks

Other Evidence


DESIGN
Lesson 1 - Introduction to Music and Technology
WEEK 12
Period 1

(I/W) Review of Activities for 2nd Student-Led Conference (10 minutes)

The students will be asked to recall things they have done in Music class after the first SLC. 
Then the teacher will present some pictures and activities in the class to help the class recall the activities
and lessons. 

(G) Group Seatwork (15 minutes)

Pairs will be asked first to read all the statements in the worksheet and try to understand them. They
may highlight or undersline important words, important words and phrases.
The pairs will be given the answer sheet and be given time to answer it as pairs.
The score will be a group-score.

(W) Discussion on Adding Depth to Composition (15 minutes)

The class will then learn the correct answer in the discussion to be given by the teacher. 
Explanation of concepts that can help add depth to their composition will be underscored.

Period 2

(I) Introduction to Media and Music Technology (20 minutes) 

Pictures will be flashed on the screen and the students will have to name them. The pictures are of things
connected to Music and Technology. 
Students will write the names of the musical equipments flashed on the screen. 
The teacher will then give the correct answers to the questions for the activity and will ask the students if
they know how those equipments/gadgets work.
Videos will be shown to show how these things are used or how they work. 

(W) Discussion on Media and Technology (20 minutes)

The teacher will then give a discussion on the role of technology in music through the decades.
Core Tactic – Group Reporting
This tactic gives the students an opportunity not only to explain things but to share with their classmates things
about their culture and their music. It also gives the reporting group the chance to show their classmates how to
properly pronounce musical terms. Finally, it gives the students the feel how it is to be the teacher even just for a
period that will hopefully improve all the more the way the behave during class time. 

Lesson 2 - Using MuseScore2

WEEK 13
Period 1
(I) Part 2 of "Name that Gadget Challenge" (20 minutes) 
The class begins with the second part of "Name that Gadget Challenge." 
This time around, the gadgets that will be shown on the screen are the more recents ones. 
The class will then be asked later which one they found easier to guess, the first batch or the second batch of
gadgets?

(W) Introducing Different Softwares for Musical Transcription

Just like what has been done in the previous class, the class continues with the teacher discussing the use of the
featured gadgets in music techcnology. 
Videos will be shown to show how these things can be usefull to students especially in projects or presentations
in school. 

Period 2
(G) Review of Previous Lesson with a Partner (5 minutes) 
The classroom will be set up in such a case wherein one piano keyboard will be accessible to all the members of
the class who might be asked later to play later.
The teacher will invite the class to stand, and look for a partner.
After getting a partner, the students will then look at the picture shown on the board and share with their
partner, things that they remember about the gadget, like what it is called, how it works, why do they they think
it was invented. 
After the review, the teacher will ask the students to go back to their seats.

(W/I) Motivation (5 minutes) 

The teacher will then flash on the screen a hand-written version of the the beginning and end from "Eine Kleine
Nachtmusik" for piano.
Volunteers will be invited to play the piece flashed on the screen. 
If there is no volunteer, the teacher will then change the picture on the screen with that made already in
MuseScore2. 
Again volunteers will be asked to play. 
If nobody still wants to volunteer,  a prepared random picker will be used to select who will play the piece.
The one whose name will be picked will then be called by the teacher in front. 
The teacher will ask that person to play the piece on the screen by clicking the playback button in  MuseScore so
the rest of class can hear how it should sound. 

(W) MuseScore (10 minutes)

After connecting the previous lessons and the day's lesson on MuseScore 2, the teacher will then flash on the
screen the two transcription side by side (the hand-written one, and the one on MuseScore 2). 
Based on the opening activity, the teacher will then ask the students to share their thoughts on the advantages
of digital musical score. 
The teacher will then give a short discussion on the advantages of digital musical score focusing on the following:
1. Accuracy
2. Easy Playback 
3. Easy Editing

(I) Using MuseScore in Creating Melody (10 minutes) 

Then the students will be asked to open their laptop and open their MuseScore2 application. 
The teacher will  first ask the students to follow instructions and will ask the students to make a simple musical
section using the application. 
The students will then be asked to listen to their own playback and compare it with the playback from the
teacher's laptop.
The teacher will then challenge the students to open a new file and transcribe a new section flashed on the
screen. 
The first one to finish the score will be asked to raise his/her hand and have his work heard by the entire class. 

(I) Creating Original Melody (10 minutes)

The students will then be asked to create their original melody on a treble clef template guided by the details
they provided in their Mid-Term exam, following their preferred key signature and time signature.
The students will then use the remaining time in making their original melody guided by their lyrics. 
3 minutes before the class ends, the teacher will teach the students how to save their work and how to send it to
their teacher. 
The random picker will be used again to choose 3 works accomplished by the students,  the rest of the works will
be played in the following meeting. 

Term 2
Unit 3 –

OVERVIEW
Understanding


Essential Questions


Knowledge


Skills


EVIDENCE
Performance Tasks

Other Evidence


DESIGN
Lesson 1 - Musical Culture of Thailand, India and Pakistan

Core Tactic

Resources
Term 2
Unit 3 – Music of Turkey and Indonesia

OVERVIEW
Understanding

Essential Questions

Knowledge

Skills

EVIDENCE
Performance Tasks

Other Evidence

DESIGN
Lesson

Core Tactic

Resources