This lesson teaches 9th grade students about song writing through exploring chord progressions, with activities having students physically stand on piano keys to make chords and using a rondo form to write lyrics set to different chord progressions, while the teacher manages student behavior through clear expectations, non-verbal cues, and involving peer mentors to support diverse learners.

1. Curriculum Area: Unit Title: Song Writing Year Level: 9 Lesson3 : week 2, Time:
The Arts (Music) 70 min
Resources: Prior Knowledge:
White board and marker Rondo form
Piano printed on calico Lyric Writing
Demonstrations of chord and chord charts
TEACHING / LEARNING ACTIVITIES TIME BEHAVIOUR
MANAGEMENT
Orientation: 10 min Students line up silently
• Line students up quietly outside before entering class-
• Explain expectations of lesson Repeat as many times as
necessary
- Sit down
- Books and pens out RTC
- Bags off desks
- If not silent, repeat lining up again Gesture – Hand up to
• Recap previous lesson demand silence
- Rondo Form
- Lyric writing 10 min Touching students work-
implied good behaviour
• Teacher to discuss lyrics with students and progress

2. - ( prompt students to share work with class, if not, share with 20 min Deflecting bad behaviour
teacher or Miss Shepherd)
Hands up
• Teacher write the term ‘Chord progressions: what are chords?” on
the board. Do not continue talking
- How to remember where middle C is. ( ‘c is next to peace’, unless silent
‘donkeys ears).
- What are chords?
- What is a chord progression?
• Teacher and students to explore the above questions
• Teacher to introduce chord activity ( piano chords)
*students who play guitar will do the activity, but also receive a
chord chart for guitar.
Enhancement: separate them if they are
talking
• Teacher and students will head outside the classroom.
• A piano (one octave) painted on calico ( big enough for student to 15 Use students names
stand on) will be on the floor. minutes
- Looking at chords and playing them. Explicit expectations- only
• Teacher presents four different chord progressions to explore. say instructions once
10min Proximity of body space

3. • Student will make chords by standing on the appropriate keys.
- Three students at a time will stand on each key that makes up
the chord being explored.
Synthesis: Non verbal cues like
5 min making eye contact
• Students will choose one of the chord progressions as a basis for
their song ( Lyrics written in Rondo form)
• Students that feel limited by rondo form can express their song via Diverse Learners:
extended rondo form.
Give students extended
time to consider chords.
Use students with greater
prior musical knowledge as
peer mentors.