Lesson+Plan


 * No Minor, But Major Fun!**
 * **Subject** || **Music** ||
 * Grade(s) || 5 ||
 * Duration || 30 minutes ||
 * Purpose of Lesson || * Review of Major/Minor
 * Major Scales: whole tone/half tone pattern
 * Introduce C, F, G Major ||
 * __**Grade 5**__


 * //Music Education Curriculum K-5//

5.1.1 sing alone and with others with emphasis on part singing, phrasing, range, and more complex textures, including counter melodies and descants 5.1.3 demonstrate an awareness of rhythmic/melodic concepts, form, and texture, through language, movement and performance 5.6.1 apply knowledge of music to make individual choices based on the thoughts, images and feelings the music expresses || > *Resource made by Tom Sutton (STU BEd, 2009) ||
 * //NB Department of Education// || **GCO 1: Students will explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.**
 * GCO 6: Students will be expected to apply critical thinking and problem-solving strategies to reflect on and respond to their own and others’ expressive works**
 * Student Expectations || Students will be able to:
 * Understand and identify whole/half tones
 * Understand and generalize the pattern of whole and half tones in major scale (WWH, WWWH) for C/G/F Major ||
 * Materials Needed || * Piano
 * SMART board, keyboard program
 * Whiteboard and markers
 * Teacher Generated Web-Based Resources: Keyboard
 * Assessment / Evaluation || * Can the students identify whole/half tones?
 * Can the students generalize the pattern of whole and half tones in major scale (WWH, WWWH) for C/G/F Major? ||

__PROCEDURE AND STRATEGIES__

**Warm Up (5 minutes)** __Review of Previous Class (5 minutes)__
 * Sing welcome song, solfege, clap backs
 * Main Activities (25 minutes)**
 * Review how major/minor makes us feel. How can we tell when we hear something if it is major or minor?
 * Do a couple of examples on the piano (look at names on sheet as well and re-ask the questions they struggled with last time)

__Introduction to Lesson (5 minutes)__
 * Sing/play C major scale (doh to doh)
 * Explain that it is called a scale. A major scale is a pattern that spans an octave (8 notes)
 * Demonstrate the scale on the SMART board (C Major)

__Teaching (15 minutes)__ • Define half and whole tones (1/2 + 1/2 = whole)







• Start on a different note. What do you notice? (Still a major scale as long as we maintain the pattern.) • Draw on the SMART board the pattern of whole and half tones (whole tones in red, half tones in green)
 * Ask example questions to make sure they get it (especially from E to F, B to C, etc.)
 * Play the scale again on the SMART board keyboard
 * What is the pattern of whole and half tones in C major scale? (WWH, WWWH)
 * Demonstrate on SMART board keyboard the major scale starting on G and F (G major scale, F major scale)
 * Sing C/G/F major scales (go to piano)
 * We can play/sing any major scale, beginning on any note, if we follow the pattern!
 * Have each student come to the board and help them identify (using the markers) a whole tone, a half tone.

**Modifications** • Give ALL students a turn to come to the SMART board or piano. For students with fine motor skill exceptionalities, have their TA guide them at the piano so they are included. **
 * • Have advanced students indicate with dots the notes in a given major scale (following the pattern they have learned; i.e. B flat major).

__Multipart Chanting__ • Sing “Mango, Mango” • Divide class into three groups • Assign part to each group. Stress importance of watching conductor • Put it together! **  >
 * Extra Activities