Class Piano Unit Plan

Week 1, Day 1
Introduce right hand C position
Activities: Warm up in C position (first, second, third, fourth and fifth scale
degrees ascending and descending)
Introduce quarter notes, half notes, and bar lines
Activities: clap rhythms, play/ sing Ode to Joy on finger numbers, play and
count rhythm, play and sing note names
Introduce treble clef and the staf
Activities: Draw treble clef signs
Review notes of right hand C position, while also observing clef and finger
numbers
MU.RE.7.Kb: With appropriate guidance, demonstrate musical concepts
Week 1, Day 2
Introduce left hand C position
Activities: Warm up in C position for left hand
Introduce the whole note
Activities: Count and clap rhythms, include all note values they have learned
MU.PR.4.Kc: with appropriate guidance, read and perform rhythmic patterns
using notation
Play Aura Lee
Activities: Clap the rhythm of Aura Lee, count aloud
Play and say finger numbers
Play and count
Play and say note names
Introduce bass clef and staf
Activities:
Draw bass clef signs
Review notes of left hand C position, while observing clef and correct finger
numbers
Week 1, Day 3
Introduce the Grand Staf/ time signatures (4/4)
Activities: play through exercise (1,2,3,4,5,5,5) for RH, and (5,4,3,2,1,1,1) in
textbook
MU.RE.7.Kb (see day 1)
Play through Rock Along and Mexican Hat Dance
Activities: Discuss what we like and do not like about either Rock Along or
Mexican Hat Dance
MU.RE.7.2a: list and explain personal musical interests
Time for practice!
Week 1, Day 4

Review Rock Along and Mexican Hat Dance

Activities: Discuss practice strategies
MU.PR.5.Kb: with appropriate guidance, use suggested strategies to improve
expression in music
Give examples of 4/4 music, have them fill in correct note to complete the
four counts
Activities: Review note values, and their duration
Review 4/4 time signature (In the box under each note, write the correct
number of counts that note would receive)
Write in bar lines to Lightly Row and Aunt Rhody, add note values as needed
Compose 4 measure work in 4/4 time, use Noteflight to share with class
Novice Foundational Skills- Creating
Week 1, Day 4
Review Mexican Hat Dance, and Rock Along
Use knowledge acquired yesterday to play through Lightly Row and Aunt
Rhody
Activities: Practice/perform MHD, and RA in front of a teacher, or a peer in
preparation for test day (Friday)
MU.PR.5.Ka: With appropriate guidance, apply personal, teacher, and peer
feedback to refine performances
Week 1, Day 5
Test/ Performance day!
MU.PR.6.Kb: perform appropriately for audience and occasion
Week 2, Day 1
Introduce melodic intervals
Activities: play through melodic seconds, and thirds in C position
Look through Au Clair de la Lune and Tisket, a Tasket
Discuss the dynamic signs in both, and discuss how that changes or does not
change the music
MU.RE.73b: demonstrate and explain how musical concepts and contexts
afect responses to music
Do a short listening lesson on A Tisket, a Tasket (Ella Fitgerald)
Activities: Discuss what we liked and did not like about the music
MU.RE.7.8a: compare and contrast ones listening preferences with those of
others.
MU.CN.11.Kb: With appropriate guidance, explore how context can inform a
performance
Play through Au Clair de la Lune and Tisket, a Tasket
Week 2, Day 2
Review Au Clair de la Lune and Tisket, a Tasket
Activities: Discuss practice strategies

MU.PR.5.Kb: with appropriate guidance, use suggested strategies to improve

expression in music
Review melodic 2nds and 3rds
Activities: Interval worksheet (up or down, and whether it is a second or a
third)
Week 2, Day 3
Introduce Harmonic intervals
Activities: play melodic intervals, and then play them at the same time
(creating the harmonic intervals)
Do we like the sound of harmonic seconds? Thirds?
MU.CR.2.Ka: with appropriate guidance, demonstrate and choose favorite
musical ideas
Play through Rockin Intervals, stating the intervals of the left hand as we
play slowly.
Week 2, Day 4
Practice Au Clair de La Lune, Tisket, a Tasket and Rockin Intervals as a class
Activities: Perform for a peer or a teacher. Test options will be Rockin
intervals and one of the two others that involve melodic intervals.
MU.PR.5.Ka: With appropriate guidance, apply personal, teacher, and peer
feedback to refine performances
Activities: Worksheet on intervals (harmonic or melodic? 2nd or 3rd? how do
the intervals sound?, use some descriptive words)
MU.CN.10.Ka: with appropriate guidance, express personal preferences in
music
Week 2, Day 5
Test/ Performance day!
MU.PR.6.Kb: perform appropriately for audience and occasion
Week 3, Day 1
Introduce melodic 4ths and 5ths in both RH and LH
Actvities: play through exercise in textbook
Worksheet on measuring melodic 4ths and 5ths and look at actual keyboard
to measure intervals
Play through Good King Wenceslas and My Fifth
MU.PR.5.Ka: with appropriate guidance, use suggested strategies in
rehearsal to improve expression in music
Week 3, Day 2
Introduce harmonic 4ths and 5ths, contrast melodic and harmonic intervals
Activities: Play through harmonic 4th and 5th exercise in textbook
Worksheet on measuring harmonic 4ths and 5ths
Begin review of all intervals covered up to this point

Play through Jingle Bells, finding all 4ths and 5ths before playing through and
feeling stretch in hand
MU.PR.6.1b: perform appropriately for the audience and occasion
Week 3, Day 3
Continue review of all intervals taught
Activities: teacher plays intervals and students use worksheet given to them
to state which intervals they like best and use some descriptive words to
personify the quality of the chords
MU.RE.7.2a: list and explain personal musical interests
Continue review and run through of Jingle Bells, discussing various and new
practice strategies
MU.PR.5.Ka: with appropriate guidance, use suggested strategies in
rehearsal to improve expression in music
Week 3, Day 4
Composition day!
Activities: Students given worksheet with varying harmonic intervals written
in each measure
Students must fill in the treble clef line with any simple melody they like,
they may use their keyboards to hear the pitches and they are free from
there.
Students have the rest of the day to practice theyre short compositions, as
well as practice Jingle Bells for testing day.
At least one peer must hear their composition before Friday
MU.PR.5.Ka: with appropriate guidance, apply personal, teacher and peer
feedback to refine performance
MU.PR.4.3c: read and perform rhythmic and melodic patterns using notation
Week 3, Day 5
Performance day!
Students perform Jingle Bells for teachers
Students perform compositions and must state what they worked on in their
composition and peers must be ready with at least one thing they liked about
their composition or performance
MU.CR.2.1a: with appropriate guidance, demonstrate and discuss personal
reasons for selecting musical ideas
MU.CR.2.Ka: with appropriate guidance, demonstrate and choose favorite
musical ideas
Students will keep compositions in order to further them as the semester
goes along
Week 4, Day 1
Introduce C Major chord
Activities: separate hands, play RH alone, then LH
Play hands together

Look through Brother John

Activities: Separate hands, say finger numbers, say note names
LH state chord or note being played
Half class play RH, half plays left- switch
Teacher plays LH, students sing melody after hearing it a few times
MU.CR.1.Kb: with appropriate guidance, explore musical features
(vocalizations)
Students are given time to practice Brother John as well as any other work
weve already played (in preparation for the short midterm) individual
attention from teacher if needed
MU.PR.5.Pe.5a: Use self reflection to identify technical challenges in a varied
repertoire of music
Week 4, Day 2
Review Brother John, talk about intervals involved, circle them on projection
Add Heres a Happy Song
Activities: discuss why the melody is now in the left hand- as most of our
other repertoire has the melody in the right hand
Students use same process as yesterday to play through Heres a Happy
Song
But first circle any harmonic intervals that are not the C Major triad
Students are given time to practice any repertoire already played through in
the book
Teacher helps as needed, asks students to really think about what may have
challenged them before about a piece of music and how they can make it
better during their midterm on Thursday/ Friday
Week 4, Day 3
Review harmonic and melodic intervals (2nd, 3rd, 4th, and 5th)
C Major triad
Time signatures
Grand Staf
Treble clef notes
Bass clef notes
Whole, half and quarter notes
C position in both hands
Students given review sheet
Activities: students given time to practice for playing midterm tomorrow,
must be a piece where both hands are used
Students must play for a peer
MU.PR.5.PE.5b: use peer feedback to refine individual performances of a
varied repertoire of music
Week 4, Day 4
Playing midterm day
Students must play on the weighted keyboard in front of the class

MU.PR.6.PE.5c: demonstrate an awareness of the context of the music

through prepared performances
Week 4, Day 5
Formal assessment in the form of a written midterm