Teacher: Jane Leathem

Unit Title: Songwriting

Grade: 10th Grade General Music
Number of Classes: 4 classes

Unit Plan Outline:

1. National Standards:
a. MU:Cr2.1.C.Ia Assemble and organize sounds or short musical ideas to create
initial expressions of selected experiences, moods, images, or storylines.
b. MU:Cr3.1.C.Ia Identify, describe, and apply teacher-provided criteria to assess
and refine the technical and expressive aspects of evolving drafts leading to final
versions.
c. MU:Cr3.2.C.Ia Share music through the use of notation, performance, or
technology, and demonstrate how the elements of music have been employed to
realize expressive intent.
d. MU:Pr5.1.C.Ic Identify and implement strategies for improving the technical and
expressive aspects of multiple works.
2. MA Frameworks:
a. Creating:
i. Generate and conceptualize artistic ideas and work. Consistently apply
research to generate compositional ideas (AG.M.Cr.01)
ii. Organize and develop artistic ideas and work. Document strategies used
regularly to organize artistic ideas. (AG.M.Cr.02)
b. Responding:
i. Perceive and analyze artistic work. Identify ways contemporary musical
compositions pushes boundaries of the genre and discipline. (AG.M.R.07)
3. Rationale:
a. The goal of this unit is to allow students to be creative and begin to create their
own musical ideas and concepts.
b. This unit can lead into an arranging unit or further into lyrical songwriting, jazz
composition, classical composition, film scoring, etc. depending on the interests
of the students.
4. Essential Questions:
a. How do I begin to write a song?
b. What are the different components of a song?
c. What is a melody?
d. What tools or strategies can I use to create a unique musical idea?
5. Enduring Understanding:
a. Students will be able to apply their creative skills to other endeavors in the future.
b. Jazz musicians can use their composition skills for improvisation
 c. Students will be able to collaborate well with other students to create one
cohesive project.
6. Student Learning Objectives:
a. Students will be able to identify and label different sections or phrases in a piece
of music.
b. Students will listen to music in binary and ternary form and discuss the
differences as a class.
c. Students will listen to music in variations of Verse, Chorus, Bridge form and be
able to identify and label them.
d. Students will analyze a piece of unlabeled music/lead sheet and label its form.
e. Students will compose a 4-bar melody on Chrome Songmaker in a major key
using their knowledge of the major scale and major pentatonic scale.
f. Students will analyze melodies from songs in varying genres to expand their
cultural awareness and understanding.
g. Students will identify and discuss different components of melody and how they
impact a piece of music, such as rhythm, instrumentation, range, and phrasing.
h. Students will individually compose melodies over provided chord progressions in
different forms (binary, ternary, and blues).
i. Students will identify different phrases by ear, and perform an action to signify
when a phrase repeats in a piece of music.
j. Students will individually compose melodies over provided chord progressions in
different forms (binary, ternary, and blues).
k. Students will identify different phrases by ear, and perform an action to signify
when a phrase repeats in a piece of music.
l. Students will collaboratively compose a piece of music with another student to
create one cohesive piece.
7. Assessment/Evaluation:
a. Informal:
i. Teacher observes student participation throughout classes and asks
questions to check for understanding.
b. Formal
i. Students receive feedback on homework assignments and on their
progress on in-class assignments.
c. Long Range Assignment/Project/Product
i. Final project presentation in Class 4 (see below)
8. Prior Knowledge and Skills:
a. Major scales
b. Pentatonic scales
c. Scale degrees
 d. Rhythms: sixteenth notes and rests, eighth notes and rests, quarter notes and rests,
half notes and rests, whole notes and rests (all notes regular and dotted).
9. Accommodations:
a. All lead sheets will be printed out for students to view during the lesson.
b. Note sheets will be written clearly and in a large font for students to read easily.
c. Students who struggle with reading and notation may color-code their lead
sheets/music to signify different sections.
d. Students will be given a printed out piano as a visual aid.
10. Activator
a. Musical phrases will be related to grammatical phrases, which students can bring
their prior knowledge into from their English studies.
b. Students will listen to a variety of songs in different genres that they are likely to
be familiar with.
11. Repertoire
a. See lead sheets listed below
12. Materials Needed
a. Piano
b. Whiteboard
c. Whiteboard Markers
d. Pencils
e. Manuscript Paper
f. Worksheets or guided notes (listed below)
g. Slideshow (listed below)
h. Lead sheets (listed below)
i. Laptops or iPads
j. Printed out piano
13. Lesson Outlines
Lesson 1: Song Form/Phrasing
● Objectives:
○ Students will be able to identify and label different sections or phrases in a piece
of music.
○ Students will listen to music in binary and ternary form and discuss the
differences as a class.
○ Students will listen to music in variations of Verse, Chorus, Bridge form and be
able to identify and label them.
○ Students will analyze a piece of unlabeled music/lead sheet and label its form.
● Assessment:
○ Students will be assessed by the observation of their participation in class
discussion and note-taking.
 ○ Students will be called on to either draw melodic contour/phrases or label the
form of a piece of music on the board as a form of assessment.
● Required Prior Knowledge:
○ The ability to read a lead sheet/sheet music
○ Ability to read and perform a major scale
○ Ability to label the scale degrees in a major scale
● Lesson Content:
○ Students warmup by singing a major scale
■ Students will echo the teacher singing a few different patterns, ending on
I-IV-V-I.
○ Students listen to a song in binary form, then discuss where there are changes in
the song, what the main musical idea of the song is, where it sounds “finished,”
etc.
■ Students are introduced to the term “binary” and its definition.
○ Students listen to a song in ternary form, and answer the same questions from
above.
■ Students are introduced to the term “ternary” and its definition.
○ Students are given a song without being told whether it is binary or ternary, and
attempt to label it on their own, which is then discussed as a class.
○ Students repeat the process above when listening to music with different
variations of Verse-Chorus-Bridge form, and are then given the definition of
“verse,” “chorus,” and “bridge.”
○ Students listen to a 12-bar blues song, and are introduced to blues both as a style
and as a form.
○ Students are given a blank lead sheet for a 12-bar blues (only I-IV-V-I), and must
fill in the chords in a variety of keys.
○ Students sing the root notes of the chords as a 12-bar blues is played.
○ Students are given homework to label the form of a variety of musical examples.

Lesson 2:Melody Writing

1. Learning Objectives:
○ Students will compose a 4-bar melody on Chrome Songmaker in a major key
using their knowledge of the major scale and major pentatonic scale.
○ Students will analyze melodies from songs in varying genres to expand their
cultural awareness and understanding.
○ Students will identify and discuss different components of melody and how they
impact a piece of music, such as rhythm, instrumentation, range, and phrasing.
2. Assessment:
○ Teacher observation of student participation in Chrome Songmaker activity
i. Listening to student compositions as they are played aloud.
ii. Analyzing the submission of their compositions after class.
 ○ Teacher observation of student verbal participation and note-taking.
○ Analyze student compositions assigned for homework.
i. Check for demonstration of melodic concepts learned in class such as
phrasing, repetition, variation, etc.
3. National Standards and MA Frameworks:
○ MU:Cr2.1.C.Ia Assemble and organize sounds or short musical ideas to create
initial expressions of selected experiences, moods, images, or storylines.
○ MU:Cr3.1.C.Ia Identify, describe, and apply teacher-provided criteria to assess
and refine the technical and expressive aspects of evolving drafts leading to final
versions.
○ MU:Cr3.2.C.Ia Share music through the use of notation, performance, or
technology, and demonstrate how the elements of music have been employed to
realize expressive intent.
4. Required Prior Knowledge/Skills:
○ Major scale pattern
○ Pentatonic scale pattern
○ Rhythms: sixteenth notes and rests, eighth notes and rests, quarter notes and rests,
half notes and rests, whole notes and rests (all notes regular and dotted).
○ Melodic phrasing
5. Review and Scaffolding:
○ Review solfege in a major scale pattern
○ Pentatonic scale
○ Terminology needed:
i. Melody
ii. Melodic phrase
6. Accessible Teaching Strategies:
○ Sheet music will be printed out for students to read easily.
○ Guided notes are in large font and color-coded by each section for students to read
easily.
○ Chrome Music Lab application is free for all students to use.
○ Students who are visually impaired may record their compositions to submit
either by voice or instrument.
7. Materials, Repertoire, and Equipment Needed:
○ Laptops
i. Chrome Music Lab:
https://musiclab.chromeexperiments.com/Song-Maker/
○ Headphones
○ Guided notes with homework assignment
i. https://docs.google.com/document/d/1rK4UQYnIOyJAZXo98lx_7qdFpH-
qWss2_ZIb-8eyjDI/edit?usp=sharing
○ Pencils
 ○ Slideshow/Presentation:
https://www.canva.com/design/DAGBO8fgvsg/XNXcWKPQKfBP-2jJzvi1Mg/ed
it?utm_content=DAGBO8fgvsg&utm_campaign=designshare&utm_medium=lin
k2&utm_source=sharebutton
○ Whiteboard and whiteboard markers
○ Lead sheets of song examples
i. Georgia On My Mind
ii. Hallelujah
iii. Canon in D
iv. Unchained Melody
8. Lesson Sequence and Pacing:

Learning Activity: Assessment Method:

Review/Scaffolding: ● Teacher observation of student

● Students are asked to define melody participation in Chrome Songmaker
and melodic phrases. (1-2 mins) activity
● Students take notes on the definition ○ Listening to student
of melody and melodic phrases. compositions as they are
● 2 Students are chosen to write a C played aloud.
Major scale and a C Major Pentatonic ○ Analyzing the submission of
scale on the board (1 each). (1 min) their compositions after class.
● Class sings a C Major scale in solfege ● Teacher observation of student verbal
syllables altogether. (1 min) participation and note-taking.
Analyzing Melodies: (8-10 mins) ● Student’s Chrome Music Lab
● Students receive printed lead sheets homework submissions are analyzed.
for Georgia On My Mind, Unchained
Melody, Hallelujah, and Canon in D.
● Students listen to excerpts from each
song, following along with the melody
on their lead sheets.
● Students analyze the melodies
according to melodic concepts
discussed in class such as range,
variation, rhythm, and phrasing in
context.
Creating Melodies: (10-15 mins)
● Students are given tips on where to
start when composing a melody.
● Students attempt to create their own
melody in Chrome Music Lab’s
Songmaker
○ Automatically set up with 4
bars in C Major, only notes in
 the C Major scale.
● Students are given a tutorial on how
Chrome Songmaker works and how to
use it.
○ See instructions attached in the
slideshow or also listed in the
guided notes/homework
assignment.
● Students listen to teacher compositions
as examples.
● Students share their melody
compositions by playing them aloud
for the class.
● All students save their compositions
and email the link to them to the
teacher (or post in an online classroom
program).
Until the end of class:
● Students change their Chrome
Songmaker settings to 8 bars instead
of 4, and experiment with creating an
8-bar melody (their homework).

○ Summative Activity/Wrap-up:
i. Students receive printed out homework directions and are given an
opportunity to ask questions about the assignment or class content.
ii. Students experiment with Chrome Music Lab until class ends.
○ Secondary/Alternative Plans:
i. If unable to use Chrome Music Lab, we will create a melody on the board
as a class, using a piano and solfege.
9. Posted Agenda:
○ Review of musical concepts, solfege, and scales
○ Analyzing melodies
○ Creating melodies
○ Homework assignment
10. Assignment and Due Date:
○ Students will choose one of the available options (variations in key signature and
scale usage) and write an 8-bar melody over it.
○
Lesson 3: Continued Melody Writing and Combining with Form
1. Learning Objectives:
○ Students will individually compose melodies over provided chord progressions in
different forms (binary, ternary, and blues).
 ○ Students will identify different phrases by ear, and perform an action to signify
when a phrase repeats in a piece of music.
2. Assessment:
○ Student participation in listening activity.
○ Students’ in-class compositions will be checked by the teacher for ability to create
a basic melody and label form.
3. National Standards and MA Frameworks:
○ MU:Cr3.1.C.Ia Identify, describe, and apply teacher-provided criteria to assess
and refine the technical and expressive aspects of evolving drafts leading to final
versions.
○ MU:Cr3.2.C.Ia Share music through the use of notation, performance, or
technology, and demonstrate how the elements of music have been employed to
realize expressive intent.
○ MU:Pr5.1.C.Ic Identify and implement strategies for improving the technical and
expressive aspects of multiple works.
4. Required Prior Knowledge/Skills:
○ Major scale
○ Pentatonic scale
○ Scale degrees
○ Melodic contour and phrasing
○ Rhythms: sixteenth notes and rests, eighth notes and rests, quarter notes and rests,
half notes and rests, whole notes and rests (all notes regular and dotted).
○ Notes from prior class on how to write a melody and song form
5. Review and Scaffolding:
○ Review the major and pentatonic scale in different keys
○ Review phrasing with a listening activity
6. Accessible Teaching Strategies:
○ Students who need more visual aids or struggle with reading letters can use
colored pencils or crayons to color-code their lead sheets rather than using “A”
and “B.”
○ Students who have difficulty writing can input their melodies into notation
software (Flat.io is a free Google notation software).
7. Materials, Repertoire, and Equipment Needed:
○ Laptops or iPads
○ Piano
○ Whiteboard
○ Whiteboard markers
○ Pencils
○ Colored pencils or crayons, if needed
○ Manuscript paper set up with parameters set by the teacher for composition
 i.All in 4/4 time, one in the key of C major, one in F major, and one in G
major.
ii. Example 1: 12-bar blues (I-IV-V-I labeled)
iii. Example 2: 12 bars ternary form (ABA)
iv. Example 3: 16 bars binary form (ABAB labeled)
8. Lesson Sequence and Pacing:

Learning Activity: Assessment Method:

Review: (7-10 mins) ● Student participation in

● Phrasing listening activity: listening activity.
○ On the piano, the teacher ● Students’ in-class
performs a melody (twice) compositions will be checked
with 2 phrases, asking students by the teacher for ability to
to raise their hand when each create a basic melody and label
phrase ends. form.
○ The teacher then performs a ● As students are composing, the
short melodic phrase, asking teacher goes around the room
the students to raise their hands making sure to answer any
when they hear that phrase questions or help students who
repeat. The teacher performs a are struggling.
song in which the selected
phrase repeats multiple times,
interspersed with other
phrases.
● Composition:
○ Students begin Example 1 on
their worksheets, and attempt
to compose over a 12-bar blues
form. (10 mins)
○ Students use the I-IV-V-I
chords as a guide for where
their melody should land at
each checkpoint.
○ Once finished, teacher
performs a student
composition on the piano for
other students to listen to and
discuss whether or not it fits
the parameters.
 ○ Students begin Example 2 on
their worksheets, and attempt
to compose in a melody in
ternary form. (7 minutes)
○ Students must attempt to
compose an “A” section and a
“B” section, and then repeat
the “A” section.
○ Once finished, the teacher
performs 1-2 student
compositions for the class to
listen to and discuss whether or
not it fits the parameters.
● Closing: (5-7 mins)
○ Introduction to the homework
assignment; to finish Example
3 on their worksheets, which is
to compose a 16-bar melody in
binary form.
○ The teacher will begin
composing a 16-bar melody as
a demonstration, explaining
what tools they use and how
they would begin the
assignment.
○ Students begin working on
their homework, and are given
an opportunity to ask questions
or to receive help.

○ Summative Activity/Wrap-up:
i. The teacher does a demonstration of a composition that the students will
complete for homework.
○ Secondary/Alternative Plans:
i. If there is no piano available, we can use singing or rhythmic examples for
the review activity.
9. Assignment and Due Date:
○ Homework due in class the following week.
Lesson 4: Combining Chords and Melody (Final)
● Behavioral Objectives:
○ Students will work collaboratively with other students to create two songs.
○ Students will compose an “A” and a “B” section to a song.
○ Students will listen to other student compositions, analyzing them in terms of
form and melodic contour/phrasing.
● Assessment:
○ Students will present one of their songs to the class as their final project.
○ In the composition process, students will present their progress to the teacher.
● Required Prior Knowledge:
○ Notes on melody writing and song form from prior classes.
○ Major scales
○ Pentatonic scales
○ Scale degrees
○ Melodic contour and phrasing
○ Rhythms: sixteenth notes and rests, eighth notes and rests, quarter notes and rests,
half notes and rests, whole notes and rests (all notes regular and dotted).
● Lesson Content:
○ Students will be put into pairs for their final composition project.
○ Students will compose 2 songs, one in binary form and one in ternary form.
○ For each song, one student will compose the “A” section(s), and the other student
will compose the “B” section(s). (If a student is assigned to “A” on one song, they
must compose “B” on the other song.)
○ Students may choose from 2/4, 3/4, and 4/4 as their time signatures.
○ Students may choose any major key as their key signatures.
○ Each group will be called up by the teacher to receive feedback on their progress
while writing.
○ At the end of class, the students will choose one song to give to the teacher, that
the teacher will perform for the class on the piano.