Download Music_Grade 5_2.2(Major scale, Harmony - Arts-Education-Wake

Lesson Plan
Mrs. Claudia J. Dickens
Grade
Level
5
Music Specialist
Nine Weeks
Week
Lesson
2
2
Unit 3, Lessons 2 and 4
NC Standard Course of Study Essential Standards:
5.ML.1.1 Illustrate independence and accuracy while singing in 2 parts within a group.
5.ML.1.3 Use instruments to perform an accompaniment to a song.
5.ML.2.2 Recognize pitches on the treble staff in order to understand the continuum of
standard pitch notation.
5.ML.3.2 Create compositions and arrangements within specified guidelines.
5.MR.1.2 Use music terminology in explaining music, including components of a major scale,
intervals, genre, style, harmony, and countermelody.
5.CR. 1.2 Understand the relationships between music and concepts from other areas.
Teaching Objective(s):
Pitch: Identify and sing pitches of a melody that includes all the pitches of the major scale
Harmony: Read a C-major scale and sing it in thirds
Materials Needed:
Teacher and student textbooks, pp. 90-93, 98-101
Ipod playlist – Grade 5, CD 5
Teacher Resource Master 3.8
Procedure:
1. Review of Pentatonic Scale
a. Have students list Solfege tones used in Pentatonic Scale (do, re, mi, so, la) taking note
of the tones NOT in the Pentatonic Scale (fa, ti)
b. What does the pattern look like on barred instruments? (groups of 2 and then 3)
2. “Mango Walk”, p. 90, CD 5:27
a. Listen to song without looking at the book and see if they can identify it as from the area
of the Caribbean by hearing the steel drums
b. Is the movement in the melody by skips or steps mostly. (steps)
c. Is this song Pentatonic? (No) Hint: Find do (indicated to the left of the treble clef) and
count up to see if there is a fa or ti.
d. This is a Major Scale because it DOES include fa and ti
e. New Vocabulary - Use the keyboard on a white board to demonstrate each of the
vocabulary words below
i. Major Scale – includes do, re, mi, fa, so, la, ti
ii. Interval – the distance from one pitch to any other pitch
iii. Half step – the smallest interval; from one note to the very next note, whether
that note be black or white
iv. Whole step – interval equal to 2 half steps
v. Second – interval from one letter name to the next
vi. Pattern for major scale – see white box, p. 91 and use keyboard on white board
to explain
f. Have students play hand drum and bass xylophone with the song – see p. 90
3. Countermelody – a melody that sounds good with another melody
a. Listen to countermelody for “Mango Walk”, p. 92, CD 5:30
b. Does it move stepwise or skip? (step)
c. Teach and sing with song
d. Listen to yet another variation on this song, “Jamaican Rumba”, CD 6:1 while following
the listening map on p. 93
4. Harmony in thirds – “De colores”, p. 98, CD 5:22
a. Listen to the song and decide if it is a counter melody (one that could stand alone) or a
simple harmony part. (harmony)
b. Is the harmony lower or higher than the melody? (lower)
c. Notice that the harmony is in thirds (see p. 98 for explanation)
d. New vocabulary, p. 100
i. Sharp (looks like tic tac toe) – raises the pitch ½ step higher
ii. Flat (looks like a b) – lowers the pitch ½ step
iii. Natural (looks like a broken tic tac toe) – cancels and sharp or flat
5. Assessment: 3.8 (Note that the answers for 3 down and 4 across have a conflicting letter)