Lesson Information

Lesson #3
Date of lesson: March 21, 2018

Objectives:
 Students will create a melody to coordinate with their chords from the previous lesson
 Students will write lyrics
 Students will experience a performance setting, both as performers and audience
members
 Students will assess their progress as songwriters throughout this project

Activities/Strategies:
In a full group discussion, we will explore what it means to write a melody. Students will
be encouraged to write melodies that are logical with the chord progressions they have
already created.
Students will have the majority of class to work in their groups. In this time, they are
expected to make changes based off of suggestions written on their templates from lesson
2 and complete their song. Students have the opportunity to request assistance in any
aspect of the project at this time. Students will be assessed on the completion of their
songs and their ability to perform them.
Students will perform their songs for their peers. When students are not performing, they
will demonstrate the aspects of being a respectful audience member. Students will be
assessed on their ability to perform their own songs and on the audience behavior.

Materials:
Teacher and Student Ukuleles
Songwriting Templates with comments from last lesson
Chord Flashcards
Pencils
Music Stand

Class Groupings:
Full Group-In Performance
Small Group(s)
Section(s)
Individual(s)
Students choose to work in groups of up to 3 people, or individually in lesson 2 and will continue
to work in those groups.
 Lesson 3 Analysis
In this lesson my students learned how to create a melody that is logical with their chosen
chord progression. As seen in the video performances, my students were able to present
thoughtful songs showcasing their musical understanding of combining melody, harmony (chord
progressions) and lyric content.
I made few adjustments from the written plan during this lesson. Due to time, we were
not able to have an in-depth discussion on audience behavior. However the topic was still
covered and enforced throughout performances.
During group work time I monitored student learning by individually checking in with
each group. Before coming together as a full class, each group did a practice performance for me
at least one time after which I provided suggestions for them to consider. Students were assessed
on the completion of their performances for their peers, at which point I did an informal check
for musical understanding.