Grade 6 Music Unit Plan

Unit Author(s)

Danny Lamoureux

Unit Overview
Unit Plan Title

Melodic Composition

Subject Area(s)

Music

Grade Level(s)

Grade 6

Length of Unit (#hour / weeks)

4 6 weeks

Strand(s)

Theory & Ear-training

Music History

Performance & Reflection

Unit Foundation
Overall Expectations / Content Standards (Refer to Provincial Curriculum document)

C1. Creating and Performing: apply the creative process to create and perform music for a
variety of purposes, using the elements and techniques of music
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to
communicate their feelings, ideas, and understandings in response to a variety of music
and musical experiences
Specific Expectations / Learning Objectives (Refer to Provincial Curriculum document)

Element(s) of Music:
pitch: ledger lines above or below the staff; major, minor, and perfect intervals (e.g.
major third, perfect fifth)
texture/harmony: layering of electronic sounds, chord progressions using I, IV, and V
form: theme and variations; repeats (e.g., first and second endings)
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to
create a specific effect
C1.3 create musical compositions for specific purposes and audiences
C1.5 demonstrate an understanding of standard and other types of musical notation through
performance and composition
C2.3 identify and give examples of their strengths and areas for improvement as composers,
musical performers, interpreters, and audience members (e.g., reflect on their first draft of an
original composition and incorporate suggestions from their peers into their final piece)

Lesson Summary

Lesson #1

May take 2 to 3 (40 min)

classes to complete

Lesson #2

May take 1 to 2 (40 min)

classes to complete

Lesson #3

May take 2 to 3 (40 min)

classes to complete

Lesson #4

May take 1 to 2 (40 min)

classes to complete

Basic intervals (melodic/harmonic: 2nd, 3rd, 4th, etc)

In class worksheet

At home worksheet

Ongoing ear-training

Interval written test

Major, minor and perfect intervals

In class worksheet

Exploring intervals on piano keyboards in pairs

At home worksheet

Ongoing ear-training

Composing melodies

Discussion on form (binary, ternary, rondo, etc include music listening)

Walkthrough the Creative Process of composing melodies

Show exemplars / Discuss criteria

Class-time for completion

Performance and Reflection

Peer edit for final draft

Perform compositions for the class

Reflect on the experience and listening to peers compositions

Assessment Plan
Assessment Techniques and Instruments (Indicate which of the following apply)

 Observation oral presentation

Focused Analysis work sample

Observation anecdotal record

Focused Analysis performance

Observation checklist

Focused Analysis audio/visual recording

Observation demonstration

Focused Analysis diagnostic task

Consultation interview

Peer/Self Assessment checklist

Consultation conference

Peer/Self Assessment learning log

Consultation individual discussion

Peer/Self Assessment refection

Consultation group discussion

Peer/Self Assessment survey

Consultation learning log

Peer/Self Assessment feedback sheet

Focused Analysis assignment

Peer/Self Assessment progress sheet

Focused Analysis test

Peer/Self Assessment journal

Focused Analysis criteria sheet

Other

Prerequisite Skills (Before project work begins)

Students will build on their knowledge of the elements of music and related musical concepts that
were introduced in Grades 1 to 5. Students will develop understanding of musical concepts through
participation in musical experiences that involve listening, moving, creating, and performing.

Note names

Ledger lines

Note values

Sharps & flats

Diagnostic Assessment (Pre-assessment to determine prior knowledge and skills)

Worksheet: Intervals I which explains basic intervals and invokes students prior knowledge
Formative Assessment (While students work on projects and complete tasks)
Ear-training: Ongoing weekly interval listening tests. Song comparison analysis (i.e. Perfect 4th =
Amazing Grace etc)
Worksheet: Intervals II which helps affirm new knowledge and develop the skill
Written test: Intervals III which tests the progress of the newly acquired skill
Composition: Compose a melody using specific criteria, utilizing the Creative Process and name
the intervals used
Listening: Discussion on song forms (binary, ternary, rondo, theme and variations, etc)
Reflection during and after the creative process
Peer editing and reflection
Summative Assessment (After project work is completed)
Complete melodic composition and reflection
Class performance and peer response

Planning Framework
Multiple Intelligences (Indicate which of the following apply)
Verbal Linguistic

Musical Rhythmic

Logical Mathematical

Interpersonal

Visual Spatial

Intrapersonal

Body Kinesthetic

Naturalist

Ontario Achievement Categories (Indicate which of the following apply)

Knowledge and Understanding

Communication

Thinking

Application