Music Lesson Plan

Name: Christopher Newsom

Grade/Level: 7th/8th Music Theory Duration: 55 minutes Topic: Primary Chord

Progressions

Materials Needed for This Lesson:

 Finale Music Notation Software
 Miniature Keyboards
 Notebook paper

Lesson Objectives:
 Students will be able to write a I, IV, V chord progression in the key of C Major.
 Students will work together with a partner to create a chord progression lasting at least 6
measures of 4/4 time signature in the key of C Major.

AZ State Standards Addressed:

 Strand CN, Concept 10, PO 5b: Identify reasons for selecting music based on connection
to interest, and purpose or context.
 Strand CR, Concept 2, PO 5a: Develop melodic and rhythmic ideas or motives that
demonstrate understanding of characteristic (s) of music or text (s) studied in rehearsal.

National Music Standard(s) Achieved:

Creating
x Imagine: Generate musical ideas for various purposes and contexts
x Plan and Make: Select and develop musical ideas for defined purposes and contexts
x Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work
that meets appropriate criteria
x Present: Share creative musical work that conveys intent, demonstrates craftsmanship,
and exhibits originality
Performing
Select: Select varied musical works to present based on interest, knowledge, technical
skill, and context
x Analyze: Analyze the structure and context of varied musical works and their
implications for performance
Interpret: Develop personal interpretations that consider creators’ intent
x Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble
performances, individuality or in collaboration with others
x Present: Perform expressively, with appropriate interpretation and technical accuracy,
and in a manner appropriate to the audience and context
Responding
Select: Choose music appropriate for a specific purpose or context
Analyze: Analyze how the structure and context of varied musical works inform the
response
Interpret: Support interpretations of musical works that reflect creators’/performers’
expressive intent

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 Evaluate: Support evaluations of musical works and performances based on analysis,
interpretation, and established criteria
Connecting
x Connect: Synthesize and relate knowledge and personal experiences to make music
Connect: Relate musical ideas and works to varied contexts and daily life to deepen
understanding

LESSON ACTIVITIES
Introductory Activity: Anticipatory Set
Students will start class with assigned bell work. The bell work will be questions regarding
creating primary chords, a topic the students have been working on currently.
o Time allotted: 5 minutes

Body of the Lesson

 Students will create their own 2 measure chord progression in the key of C Major, using
4/4 time signature and only quarter notes.
o Plan for 100% engagement: As a class, the students have learned previously how
to write primary chords in the key of C Major.
o Modifications/Accommodations: If someone needs assistance with writing or
reviewing the lesson, I will help them.
o Formative Assessment: I will check individual students work as they are
completing the assignment, making sure they did it correctly.
o Instructional Strategy (type of learning or teacher role occurring): Accessing prior
knowledge
o Time allotted: 10 minutes

 Students will work with a partner on Finale music notation software to create a chord
progression and melodic line that lasts as long as 6 measures in 4/4 time signature. They
are allowed to use quarter and half notes for the chord progression.
o Plan for 100% engagement:
o Modifications/Accommodations: I will make sure that the students partnered
together will work well with one another.
o Formative Assessment: I will continuously check students work, giving
o Instructional Strategy (type of learning or teacher role occurring): Peer teaching
o Time allotted: 20 minutes

 Students will create a melodic phrase that goes with their chord progression.
o Plan for 100% engagement: I will walk around and make sure both students are
working together as a team.
o Modifications/Accommodations:
o Formative Assessment:
o Instructional Strategy (type of learning or teacher role occurring): Ask students
for a step-by-step process that guided their creative ideas.
o Time allotted: 10 minutes

Concluding Activity (final activity of the lesson that that pulls together all of the concepts from
the lesson in a musical success experience)
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  Students will present to the classroom their group composition.
o Time allotted: 10 minutes

Extensions:
 If time allows, students will write a reflection on working with their partner to create a
melodic line and chord progression. What went well? What didn’t go so well?

Summative Assessments (How will you assess individuals formally on these objectives?
Describe how they will be assessed at the end of this unit of instruction and provide the rubric for
that summative assessment.)
 Assessment Activity/Assignment/Method: At the end of the assignment, the students
will be assessed by how much they participated and their efforts to create a chordal
progression. The groups will print out their final composition to be turned in. I will check
for correct notes and progressions. I will see how their melodic line fits with the chordal
structure as well.

 Rubric:
Criteria 4-Excelling; 3-Meets the 2-Approaching 1-Falls far below
Exceeds the Standard
Standard
Creating an Completed a Completed a Attempted to Did not attempt
individual chord chord progress chord complete a chord to create a chord
progression that was 2 progression, but progression, but progression
measures long, missing one or missing three or
4/4 time two items. more
signature, and components.
used the
assigned
rhythmic notes.
Working with a Completed a Completed a Attempted to Did not attempt
partner to create chord chord complete a chord to create a chord
a chord progression that progression, but progression, but progression or
progression was six missing one or missing three or melodic line.
measures long, two items. more
4/4/ time components.
signature, used
the assigned
rhythmic notes,
and contained a
melodic line.

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