Starting Major Keys

Name Kelly Rock

Lesson #, Lesson Title Lesson 1/4, What is a major key?
Date (including day of week) Monday
Grade Level & Class Title Grade Four General Music
Period or Block (# of minutes) 25 minutes

Instructional Context
o What do I know about my students that will inform this lesson? Are there any
particular student strengths, interests, background, needs related to the
lesson?

Things to think about:

· I do think this lesson can get quite boring, but ways to hold students attention
could be utilizing different mediums (books, drawing, listening, singing, etc.)

o For this context, I am assuming we have had a couple of classes beforehand

where we learned classroom routines (opening/closing songs, classroom
procedures, etc.) and this is the first main unit we are covering

Things to think about:

· Beginning of the unit
· Students have definitely sung in major, and probably sung some in minor as
well but I am assuming they have not learned the names/meanings of the
keys.
· Being able to distinguish that something is “major” will help in many other
areas in 4th grade music. Describing the key that something is in will broaden
students musical vocabulary so that they are able to think critically about
music they are listening to. It will also aid them in creating their own music
because they will have more ideas for what they want their music to sound
like.

Central Focus
o The biggest take away is for students to understand how a major key sounds
and how it makes them feel.
 Starting Major Keys

Things to think about:

· After completing this lesson, students will understand that major keys
generally sound upbeat and happy, but other factors influence how the music
makes us feel.
· After completing the unit, students will understand the difference in the
patterns of whole and half steps for major/minor keys, and the main sonic
difference between M/m
Standards
o List state, national, and/or Common Core standards addressed in the lesson.
VA SOLs
· 4.3 The student will analyze and evaluate music.
b) Distinguish between major and minor tonality.
4.13 The student will develop skills for individual and ensemble singing performance.
a) Sing with a clear tone quality and correct intonation.
b) Sing diatonic melodies.
Learning Objectives and Assessments
List the specific content learning objectives for the lesson. What do I want my
students to know, understand and do? How will I assess these objectives?
Learning Objectives Assessment Plan

· Students will describe what music
in a major key sound like.
· Students will be able to describe
the role of keys in music.
· The descriptions of major key will
be discussion based and I will take
some notes on what words
students use to describe this.
· An exit slip with two questions
will be given to gauge student’s
understanding.

Instructional Strategies and Learning Tasks (Procedures & Timelines)

o Launch/Hook—How will you start the lesson to engage and motivate

students in learning?

· I will start with an opening song that we have already learned, “Hello
everybody, how are you?”

Time Instructional Rationale/Research & Theory

Strategies/Learning
 Starting Major Keys

Tasks/Questions to Ask

~5 · I will start by singing · I chose this song to start with

minutes the question part of because it is one they are familiar
the song and with, but it also is in a major key
establishing the beat which ties in with the lesson
by clapping. · Making sure students keep the
· I will then call on a steady beat by clapping or tapping
student to answer on their body relies on Kodaly and
how they are, and the importance of always keeping
they will pass it on to the steady beat.
the next student. · Not a specific theory, but keeping
· I am assuming that a clear routine with how we start
this is a song all the class will hopefully get students
students know quite ready and engaged for class.
well, but I will assist
them with the
lyrics/melody as we
go on.

o Middle of the lesson—What will you do to engage students in developing

understanding of the lesson objectives?
Time Instructional Rationale/Research & Theory
Strategies/Learning
Tasks/Questions to Ask
 Starting Major Keys

~10
minutes · Song #1 “You are my · I chose “You are my Sunshine” and
Sunshine” “If You’re Happy and You Know It”
· Song #2 “If You’re since it is in a major key, and is an
Happy and You Know upbeat and happy song that the
It Clap Your Hands.” kids most likely already know.
· After we sing through This will help cement the idea that
both songs, I will ask major keys are generally an
students to describe uplifting key.
how they felt singing · However, I do not want students
the songs, what mood stuck in the idea that all songs in a
the songs made them major key are happy. Explain with
feel, etc. “Someone Like You” that although
· Students will raise it is in a major key, it has a slower
their hands and when tempo, sad lyrics, and how Adele
they give their sings it all impacts how we are
descriptions, I will impacted by the music.
type them into a · For this middle section, I want to
word web. utilize Allsup’s idea of an open
· Once students are classroom. By talking openly
finished describing about how this music makes them
the songs, I will show feel, what differences they hear in
them their word web. the music, etc. they are learning
· I will explain that all how to describe music and I will
music is made from allow them to take the class where
what is called “keys” the conversation goes.
and that these two
songs are in a major
key.
· “The key helps by
telling you what
notes you can play to
be in that key.”
· Major keys are
generally the words
described in the
word web: happy,
uplifting, upbeat, fun.
 Starting Major Keys

· HOWEVER just
because something is
in a major key does
not automatically
mean it is a happy
song.
· Play “Someone Like
You” by Adele and
ask students to
describe that song.
· What are some
similarities and
difference between
“Someone Like You”
and the other two
songs? What makes it
different?

o Closing the lesson—How will you end the lesson?

Time Instructional Strategies/Learning Rationale/Research
Tasks/Questions to Ask & Theory
 Starting Major Keys

~10
minutes · I will give students exit slips with two · For starting
questions on it: out with a
—-1. T/F A song in a major key is always 100% of new topic,
the time happy and should make you feel happy exit slips are
(false) useful in
—-2 Do you have any questions so far about getting a
major keys? quick
Once students answer these questions and hand glimpse into
them to me, they will line up by the door. how students
· Once everyone is lined up, we will sing our are doing so
goodbye song (On sol-mi, echoed after me far.
in quarter notes) “Goodbye fourth grade” · The goodbye
“Goodbye Miss Rock” “Have a good day” song utilized
“Have a good day.” both MLT
and Kodaly
because it is
sung only on
two notes (S-
M) I wanted
to make sure
to keep this
song simple
and as a
group
because it is
the last thing
they will do
in music
after learning
a lot of new
material.

Materials and Resources

o Attach the handouts, notes, books, and other materials you will need for the
lesson.

· Paper, pen (if students do not have it) Computer and speaker, projector (for
the word web), and piano/ukulele.
 Starting Major Keys

Differentiation/Planned Support For Students

Modifications:
Modality: Students will be encouraged to sit in their chair, sit in the floor, or
dance in their area while singing/listening to songs. This will be helpful to
students who need a little more movement while they’re learning, or for
students who want/need to stay seated.
Size: Increase the size of the word web, as well as any lyrics so all students
can see them easily.