Key Signature Lesson Plan: G, D, and A

Compositions

Name: Adam Alves Date: 12/17/19

Grade: 6 Class Type: General Music

1. Measurable Objective(s): Students will be able to compose a short lead sheet (8-9 measures) in
Noteflight using one of 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), time signature, quarter and eighth notes, how to build a major scale (wwhwwwh),
Chords I, IV, and V in the key of C, how to use Noteflight
3. Review Needed: Chords I, IV, and V in the Key of C

4. Materials, Repertoire, Equipment needed:

• Keyboard sheet
• Powerpoint
• White board
• Dry-erase markers/eraser
• Piano
• Chrome books/portable laptops/computers
5. Agenda:
• Review Keys G, D, and A
• Composition

**Context: Ideally this lesson would take place later in the year, and so students will have already
composed short compositions in C using Noteflight, already using the I, IV, and V chords. This lesson
would be a similar idea but with different key signatures.

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

1. Students will review the key signatures of G, D, and A by having different volunteers 1. 1 min.
come up to the board and write how many sharps there are, and where they are.

2. Based on their knowledge of I, IV, V chords in the key of C, Students will generate 2. 7 min.
the I, IV, and V chords (with teacher assistance) for they keys of G, D, and A. The
chords and their chord tones should be listed on the board.

3. The instructor will go over the guidelines for the composition, students will analyze 3. 2 min.
examples of projects in G, D, and A for reference.

4. Students will compose a short melody (8-9 measures) on Noteflight, writing in I, IV, 4. 25 min.
V chord symbols above the melody. The composition must have all three chord
symbols, and the melody must contain half, quarter, and eighth notes (no whole). The
melody must also be made up of mainly chord tones (allowed 3 non-chord tones).

C. Assessment: Noteflight documents sent to the instructor, asking students to come up

to the board to write the different key signatures/chords
D. Closing/Wrap-up: Students will send the projects to the instructor and students may 5 min.
volunteer to have their projects played for the class as a presentation/performance.
E. Assignment: n/a

7. Accommodations:
ELL - Explain directions slowly, have peer assistance with Noteflight, write out what chords you could
Duse on the board
Special Needs - Student could have a personal sheet of the key signatures and what chords/notes they
could use in their composition
8. Teacher Reflection/Self-Evaluation:

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9. National Standards:

Creating

MU:Cr2.1.6b - Use standard and/or iconic notation and/or audio/ video recording to document personal
simple rhythmic phrases, melodic phrases, and two- chord harmonic musical ideas.

MU:Cr3.1.6a - Evaluate their own work, applying teacher-provided criteria such as application of
selected elements of music, and use of sound sources.

MU:Cr3.2.6a - Present the final version of their documented personal composition or arrangement, using
craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey
expressive intent.

Connecting

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:

• 2.5 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests 

in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8, and alla breve meter signatures

• 2.8 Use standard notation to record their own musical ideas and those of 

others

• 4.6 Improvise and compose simple harmonic accompaniments

• 4.7 Improvise melodic embellishments and simple rhythmic and melodic 


variations on given pentatonic melodies and melodies in major keys

• 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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