Lesson Plan 4 PITCH

Mary Margery B.
Loyola
Level: Grade 5 – CORDI
Type and length of lesson: 2 SESSIONS; 45 minutes each
Topic: PITCH / HARMONY – Chordal Progression (Tonic, Subdominant, Dominant)
I. OBJECTIVES: At the end of the lesson, the students will be able to:
1. Describe the sound and the feel of the primary chords - tonic, subdominant and dominant.
2. Aurally recognize and discriminate primary chords through several sample progressions and in
popular songs.
3. Compose and perform in front of the class their own short song using own chordal progression
with tonic, subdominant, and dominant chords.
4. Demonstrate cooperation and enthusiasm through active participation in class activities.
Materials:
• Manila paper (with table/chart of I-IV-V chords in different keys)
• Whiteboard marker
• Video of sample songs in I-IV-V progression
• Guitar
II. ASSESSMENT
1. Are the students able to describe the sound and the feel of the primary chords?
2. Are the students able to aurally recognize and discriminate primary chords through several
sample progressions and popular songs?
3. Are the students able to perform their own short song using primary chords?
4. Are the students able to demonstrate cooperation and enthusiasm through active participation
in class activities?
III. PROCEDURE
A. Motivation
The teacher will lead the class in a short stretch, and breathing exercises to prepare them for the
day’s activity. The class opens with the ‘Hello Song’, with students a 3-syllable last name leading
the class as conductor and instrumentalists.
After the Hello Song, a very short mindfulness exercise will be done to make the students focus for
the discussion.
B. Objective
‘Today we will have a new lesson. It is about the tonic, subdominant, dominant chords.”
C. Prerequisite Skill (Review)
1. Knowledge on scale degrees and basic chords

2. Basic music literacy
D. Information and Examples
1. Start the new lesson right away after the mindfulness exercise.
“Today, we have a new lesson and I need all of you to focus and listen attentively. There
are a lot of details in our discussion that you have to take note of.”
2. We will study more about…. Can you guess what? It is something that is very familiar to you.
3. We will study more about the Hello Song.
Can we sing it again altogether? This time, I want you to focus on the guitar and figure our
how many chords are used in the song.
4. Process. How many chords were played? Have you had a hard time catching the chord
changes?
5. Now, I will play the song again and I want you to close your eyes. As you close your eyes and
listen, alternately raise and bring down your hands whenever you feel a change of chord.
6. Process. Which experience was easier for you? Catching it with your eyes, or feeling the
change?
7. The song started and ended with the D chord because it is in the Key of D, a.k.a the D
Family.
Our hello song has 3 chords – D A G. And all of these chords belong to the D Family. In the D
Family, there are 7 members – D E F# G A B C# D
But today, we will focus on just 3. The three pillars of the family: I IV V (D G A) Tonic,
Subdominant, Dominant.
8. The tonic is our HOME – dito tayo nagmumula at umuuwi
When you hear the dominant? Where do you feel we would go next? How do you feel when
you hear the chord?
When we hear the dominant or the V Chords, it gives us a sense of going back home again.
The feeling that you need to go home after.
Now, let’s add the Subdominant. When you hear it, how do you feel?
Right, it feels like it’s not yet over. Meron pang pupuntahan, and usually it goes to the
dominant, before we go back home to Tonic.
9. Let’s go back to our piano. We have 7 Major Families. C D E F G A B
Each of these keys of families, have their own unique I IV and V.
So if in the D family, our tonic is D, how about in C?
Subdominant? Dominant?
Post chart with I – IV – V of keys C G D A E
10. The teacher will now play sample I-IV-V Progression in different keys.
Which key or family would you like to hear first?
11. Let’s have a short activity. The teacher will play a series of chord progressions and the
students will have to walk in place while she does. When the students hear the tonic being
played, they have to swing their arms on their sides as if walking. When the Dominant is
played, they need to wave their hands up high, and put their hands on their waist when
the Subdominant is played.
E. Practice and Feedback
1. After this, teacher will give sample popular songs using the I-IV-V progression
2. Then, the students will be grouped into 4 and they have to compose their own short song
using the learned progression.
3. The song should have at least 4 lines, and is in either English of Filipino.
4. The group shall write their song lyrics on a Manila Paper indicating also the chords they
used.
5. Each group will have to practice their song and then perform it in front of the class.
6. When an instrumentalist is part of the group, he/she can play. If not, the teacher will play
for them.
F. Debrief
1. Have the students assess their composition

2. Ask the students how they feel about using syllables in learning the note values and about
performing their own rhythmic compositions
G. Summary
1. What are the functions of the tonic, subdominant, and dominant chords?
IV. EVALUATION
Composition containing a convincing chord 5 pts.

progression of tonic, subdominant and
dominant chords
Lyrics showing deep understanding on the 5 pts.
subject or theme
Catchy melody 5 pts.
Class participation 5 pts.
Total 20 pts.
V. ANECDOTAL RECORD
1. CORDI has a very high musicality because they were able to differentiate the I-IV-V chords as
used in the Hello Song even before I started the discussion about this new lesson.
2. Again, CORDI learns better when the different senses are involved in the process rather than the
lecture-type discussion. Also, they understand better when they apply in practice what they have
learned rather than asking them to write it down on paper.
3. They had a hard time identifying the chords when I used different keys already. They kind of
panicked when I change keys.
4. I had to make them realize that it is just the same concept so they do not need to panic.
5. After several repetition of dictation exercises, they were able to familiarize themselves better
with the I-IV-IV tonality.
Self – Evaluation:
1. I was able to think of more creative ideas to incorporate in the classroom routine (in choosing
students to perform tasks)
2. Improve on handling dead-airs! Don’t panic when you experience technical difficulties.
3. Prepare more examples of the concept being discussed ahead of time to avoid idle time in class.

Lesson Plan 4 PITCH

Uploaded by

Copyright:

Available Formats

Lesson Plan 4 PITCH

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Lesson Plan 4 PITCH

Uploaded by

Copyright:

Available Formats

Mary Margery B.

1. Knowledge on scale degrees and basic chords

D. Information and Examples

E. Practice and Feedback

1. Have the students assess their composition

Composition containing a convincing chord 5 pts.

You might also like