Key Signature Lesson Plan: G, D, and A

Name: Adam Alves Date: 10/22/19

Grade: 6 Class Type: General Music

1. Measurable Objective(s): Students will be able to identify the following major key signatures: G, D,
and A
2. Required Prior Knowledge and Skills: Staff, treble clef, identify notes on the treble clef, steps
(whole and half), how to build a major scale (wwhwwwh)
3. Review Needed: Major Scale (wwhwwwh)

4. Materials, Repertoire, Equipment needed:

• Keyboard sheet
• Key signature worksheet
• Powerpoint
• Around the World Cards for Key of G, D, and A
• White board
• Dry-erase markers/eraser
• Piano
• Blank staff paper
5. Agenda:
• Sharps!
• C major scale
• Key of G, D, and A
• Partner up
• Around the World

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6. Lesson Sequence Pacing
A. Brief Opening:
B. Learning Activities:

1. Students will be introduced to the concept of sharps and their function in music. 1. 3 min.

2. Students will review by writing out the C major scale starting on middle C, using the 2. 2 min.
wwhwwwh technique.

3. Students will write a new scale beginning on the fifth note in the C major scale (G), 3. 3 min.
and apply the wwhwwwh method to find the G major scale, which has one sharp.

4. Students will write a new scale beginning on the fifth note of the G major scale, 4. 3 min.
which is D, and build another scale using the wwhwwwh method to create the D major
scale, which has two sharps.

5. Students will independently construct the next major scale starting on the note of the 5. 3 min.
D major scale, which is A, and label the three sharps.

6. Students will be split up into partners and complete a worksheet on the keys of G, D, 6. 4 min.
and A.

7. Students will regroup as a class and correct any mistakes made on their worksheet. 7. 2 min.

8. Students will partake in a game of Around the World to reinforce their knowledge in 8. 7 min.
identifying the key of G, D, and A.

C. Assessment: Observing of notes taken, group worksheet, around the world, ticket to
leave
D. Closing/Wrap-up: "Ticket to leave” - Students will write down how a sharp moves 1 min.
a note on a slip of paper.
E. Assignment: n/a

7. Accommodations:
ELL - Speak slower, write down things such as “tonic, subdominant, dominant,” point to areas of the
board when explaining them
Special Needs - Student could have key signature board as an added visual, using removable sharps to go
along with the lesson.
8. Teacher Reflection/Self-Evaluation:

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9. National Standards:

MU:Cr3.1.7a - Evaluate their own work, applying selected criteria such as appropriate
application of elements of music including style, form, and use of sound sources.

MU:Re7.2.6a - Describe how the elements of music and expressive qualities relate to the
structure of the pieces.

MU:Cn10.0.6a - Demonstrate how interests, knowledge, and skills relate to personal choices
and intent when creating, performing, and responding to music.
10. State Standards:

• 2.6 Read and sing at sight simple melodies and intervals in both the treble 

and bass clefs

• 2.7 Identify, define, and use standard notation symbols for pitch, rhythm, 

dynamics, tempo, articulation, and expression

• 5.9 Demonstrate knowledge of the basic principles of meter, rhythm, tonality,

intervals, chords, and harmonic progressions in an analysis of music

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