Asian Intercultural School Bali

Lesson Plan for Semester 1 Month JULY

Subject: MUSIC Class: PRIMARY 5

Date/ Topic/ Specific Instructional Objectives Methodology/

Periods Unit Number Students will be able to: Learning Strategies Homework Resources

Week 1 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence, 56MS.01 Use some technical language
song expression, skill and level of musicality and to talk about music.
Monday make adjustments to own performance in As a class, listen to a pop
July 23 response to others. song that many of the learners will
Periods know. Ask:
1-2 56MM.03 Experiment with, develop, revise • Who is the singer/band?
and refine musical material. • What do you think the song is
about?
56MM.04 Contribute to increasingly more Explain that this is an example of pop
complex improvisations and compositions music. Ask:
which respond coherently to a range of given • How would you describe pop
or chosen stimuli and for different occasions. music?

56MS.04 Use simple notation(s) to support Ask learners to record and discuss:
musical learning appropriate to the context. • the names of other pop
bands/singers
• their favourite pop songs.

Prompt learners to talk about how they

know their favourite songs are pop
music. Learners fill in the table below:

Name of song Band or singer

Reason I think it is a pop song
1.
2.
3.
Week 2 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence,
song expression, skill and level of musicality and
Monday make adjustments to own performance in
July 30 response to others.
Periods
1-2 56MM.03 Experiment with, develop, revise
and refine musical material.
 56MM.04 Contribute to increasingly more
complex improvisations and compositions
which respond coherently to a range of given
or chosen stimuli and for different occasions.

56MS.04 Use simple notation(s) to support

musical learning appropriate to the context.

MR DIO MS JOAN MS REGINA

Teacher Cambridge Director of Studies SPK Principal

Asian Intercultural School Bali

Lesson Plan for Semester 1 Month JULY
Subject: MUSIC Class: PRIMARY 5
Date/ Topic/ Specific Instructional Objectives Methodology/
Periods Unit Number Students will be able to: Learning Strategies Homework Resources

Week 3 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence,
song expression, skill and level of musicality and
Monday make adjustments to own performance in
Aug 6 response to others.
Periods
1-2 56MM.03 Experiment with, develop, revise
and refine musical material.

56MM.04 Contribute to increasingly more

complex improvisations and compositions
which respond coherently to a range of given
or chosen stimuli and for different occasions.

56MS.04 Use simple notation(s) to support

musical learning appropriate to the context.

Week 4 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence,
song expression, skill and level of musicality and
Monday make adjustments to own performance in
Aug 13 response to others.
Periods
1-2 56MM.03 Experiment with, develop, revise
and refine musical material.

56MM.04 Contribute to increasingly more

complex improvisations and compositions
which respond coherently to a range of given
or chosen stimuli and for different occasions.

56MS.04 Use simple notation(s) to support

musical learning appropriate to the context.

Week 5 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence,
song expression, skill and level of musicality and
Monday make adjustments to own performance in
Aug 20 response to others.
 Periods
1-2 56MM.03 Experiment with, develop, revise
and refine musical material.

56MM.04 Contribute to increasingly more

complex improvisations and compositions
which respond coherently to a range of given
or chosen stimuli and for different occasions.

56MS.04 Use simple notation(s) to support

musical learning appropriate to the context.

Week 6 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence, Introduce learners to rhythmic notation
song expression, skill and level of musicality and by using flashcards showing crotchet,
Monday make adjustments to own performance in quaver and semiquaver rhythms. For
Aug 27 response to others. example:
Periods
1-2 56MM.03 Experiment with, develop, revise
and refine musical material.

56MM.04 Contribute to increasingly more Show learners the rhythm grid from the
complex improvisations and compositions previous activity but replaced with
which respond coherently to a range of given musical notes:
or chosen stimuli and for different occasions.

56MS.04 Use simple notation(s) to support

musical learning appropriate to the context. Ask learners:
Are you able to perform from the
rhythmic notation?
Explore as a class the patterns created
by reading rhythmic notation from the
grid in different directions.

MR. DIO MS JOAN MS REGINA

Teacher Cambridge Director of Studies SPK Principal
Asian Intercultural School Bali
Lesson Plan for Semester 1 Month JULY
Subject: MUSIC Class: PRIMARY 5
 Date/ Topic/ Specific Instructional Objectives Methodology/
Periods Unit Number Students will be able to: Learning Strategies Homework Resources

Week 7 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence, Explain to learners that in this activity
song expression, skill and level of musicality and they will explore the basic drum rhythm
Monday make adjustments to own performance in that can be used in pop music. They
Sept 3 response to others. will use body percussion to create a
Periods drum kit, for example:
1-2 56MM.03 Experiment with, develop, revise Vocal sound “tshhh” = hi-hat
and refine musical material. Thigh slap = snare drum
Foot stamp = bass drum
56MM.04 Contribute to increasingly more
complex improvisations and compositions Model one of the rhythm grids below
which respond coherently to a range of given with the whole class, introducing each
or chosen stimuli and for different occasions. part in turn to support learners who
may find it challenging to put all three
56MS.04 Use simple notation(s) to support parts together.
musical learning appropriate to the context.

Week 8 Unit 5.1 Building a pop 56MM.02 Perform with increasing confidence, Practise the rhythm grid as a class.
song expression, skill and level of musicality and When learners are confident with
Monday make adjustments to own performance in performing the rhythm, ask them to
Sept 10 response to others. listen to a pop song and fit their
Periods drumbeat pattern with the music. Can
1-2 56MM.03 Experiment with, develop, revise they keep in time?
and refine musical material.
Ask learners to create their own
56MM.04 Contribute to increasingly more drumbeat pattern in small groups. You
complex improvisations and compositions may wish to provide each group with
which respond coherently to a range of given an empty rhythm grid to scribe their
or chosen stimuli and for different occasions. composition:

56MS.04 Use simple notation(s) to support

musical learning appropriate to the context.

Week 9 Unit 5.2 Creating music 56MM.01 Take responsibility in leading and
in response to art following the lead of others when rehearsing
Monday and performing. Explain and model the meaning of
Sept 17 ‘chord’ with learners. A chord is when
Periods 56MM.02 Perform with increasing confidence, you play two or more notes together at
 1-2 expression, skill and level of musicality and the same time.
make adjustments to own performance in
response to others. Explain and model the meaning of
‘triad’ with learners. A triad is a chord
56MM.03 Experiment with, develop, revise made up of three notes and has the
and refine musical material. root, third and fifth notes of the scale;
you play one note (the root), miss the
56MM.04 Contribute to increasingly more next note, play the next (the third),
complex improvisations and compositions miss the next note and play the next
which respond coherently to a range of given (the fifth).
or chosen stimuli and for different occasions.
Show the four triads. Explain that they
56MS.04 Use simple notation(s) to support are used in sequence in many popular
musical learning appropriate to the context. songs. The sequence is called ‘the
four-chord trick’.

Week 10 Unit 5.2 Creating music 56MM.01 Take responsibility in leading and Ask learners to try playing the four-
in response to art following the lead of others when rehearsing chord trick on keyboards, xylophones
Monday and performing. or ukuleles.
Sept 24
Periods 56MM.02 Perform with increasing confidence, When learners are confident with
1-2 expression, skill and level of musicality and performing the four-chord trick, split
make adjustments to own performance in the class into two groups. One group
response to others. performs the chords while the other
group performs the drum patterns from
56MM.03 Experiment with, develop, revise one of the grids explored in the earlier
and refine musical material. activity. It will not matter if learners
perform different drumbeats at the
56MM.04 Contribute to increasingly more same time.
complex improvisations and compositions
which respond coherently to a range of given You may wish to encourage learners to
or chosen stimuli and for different occasions. explore their own rhythmic styles for
performing each chord. Some learners
56MS.04 Use simple notation(s) to support may want to explore simple block
musical learning appropriate to the context. chords whereas others may want to try
broken chord passages, where the
notes of the chords are not all played
at the same time.
MR. DIO MS JOAN MS REGINA
Teacher Cambridge Director of Studies SPK Principal

Asian Intercultural School Bali

Lesson Plan for Semester 1 Month OCTOBER

Subject: MUSIC Class: PRIMARY 6

Date/ Topic/ Specific Instructional Objectives Methodology/
Periods Unit Number Students will be able to: Learning Strategies Homework Resources
Week 11 Unit 5.2 Creating music 56MM.01 Take responsibility in leading and
in response to art following the lead of others when rehearsing Ask learners to match the terms below
Monday and performing. with their definitions describing how
Oct 1 they relate to pop songs. Alternatively,
Periods 56MM.02 Perform with increasing confidence, display the terms next to the correct
1-2 expression, skill and level of musicality and definitions.
make adjustments to own performance in
response to others. INTRO This section appears
at different times throughout the song
56MM.03 Experiment with, develop, revise and is normally one of the most
and refine musical material. memorable sections. The lyrics tend to
emphasise the main idea or mood of
56MM.04 Contribute to increasingly more the story, rather than introducing new
complex improvisations and compositions plot.
which respond coherently to a range of given VERSE This section appears
or chosen stimuli and for different occasions. at the very beginning of the pop song.

56MS.04 Use simple notation(s) to support CHORUS This section is a

musical learning appropriate to the context. development of the main musical idea
of the song, and often modulates to a
related key.

MIDDLE EIGHT This

section introduces the main musical
idea of the song. The lyrics of this
section will contain most of the plot.

BRIDGE This section appears

at the very end of a pop song and is
based on the chorus.

OUTRO Linking passage

between different sections of the song.

Play some examples of pop songs,

asking learners to try to identify the
section of the song that relates to each
term. Learners share their thoughts
and reasoning.
Week 12 Unit 5.2 Creating music 56MM.01 Take responsibility in leading and
in response to art following the lead of others when rehearsing Play learners a recording of a pop song
Monday and performing. such as ‘Firework’ by Katy Perry. If
Oct 8 using a different pop song, ensure the
Periods 56MM.02 Perform with increasing confidence, lyrics and context are age appropriate
1-2 expression, skill and level of musicality and for learners before playing the song to
make adjustments to own performance in the class. You may wish to display the
response to others. lyrics on the board as learners listen to
the song.
56MM.03 Experiment with, develop, revise
and refine musical material. Ask learners:
What do you think the song is about?
56MM.04 Contribute to increasingly more
complex improvisations and compositions You may wish to discuss:
which respond coherently to a range of given • the theme of the song
or chosen stimuli and for different occasions. • metaphors and similes used
in the lyrics
56MS.04 Use simple notation(s) to support • rhyming lyrics
musical learning appropriate to the context. • repeated words
• learners’ favourite lyrics and
why they like them.

Explain that today, learners will be

writing lyrics for a pop song.

Ask learners to work in small groups to

decide on a theme for the pop song,
such as friendship, life, football,
school, etc., and write four lines for a
catchy chorus and four lines for a
verse.

Encourage learners to use a rhyming

pattern at the end of the lines, for
example:
‘This is our song all about school,
that we really want to sing to you.
We hope you follow our one rule:
sing along because you will love it too’

Week 13 Unit 5.2 Creating music 56MM.01 Take responsibility in leading and
in response to art following the lead of others when rehearsing Explain to learners that a musical hook
Monday and performing. is a catchy part of a song that you will
Oct 15 remember. It is often short, repeated
Periods 56MM.02 Perform with increasing confidence, and used in different places throughout
1-2 expression, skill and level of musicality and the song.
make adjustments to own performance in
response to others. Listen to recordings of songs with
hooks, such as ‘Smoke on the Water’
56MM.03 Experiment with, develop, revise by Deep Purple.
and refine musical material.
Replay the songs with hooks and ask
56MM.04 Contribute to increasingly more learners to clap the rhythm of each
complex improvisations and compositions hook and hum along to each hook.
which respond coherently to a range of given
or chosen stimuli and for different occasions. Ask learners to try creating their own
hook to include in their group’s pop
56MS.04 Use simple notation(s) to support song, following these instructions:
musical learning appropriate to the context. • start on C and use three or
four different notes from the C major
scale: C, D, E, F, G, A, B and C
• create a short repetitive
theme
• decide where in the song the
hook will be used, such as in the intro,
in the chorus etc.

Week 14 Unit 5.2 Creating music 56MM.01 Take responsibility in leading and
in response to art following the lead of others when rehearsing Explain that learners are going to refine
Monday and performing. and rehearse their group’s pop song
Oct 22 ready to perform.
Periods 56MM.02 Perform with increasing confidence,
1-2 expression, skill and level of musicality and Ask learners:
make adjustments to own performance in How can you make the performance of
response to others. your pop song more interesting?

56MM.03 Experiment with, develop, revise Encourage learners to think about:

and refine musical material. • timing
• texture
56MM.04 Contribute to increasingly more • dynamics.
complex improvisations and compositions
which respond coherently to a range of given Give learners time to rehearse their
or chosen stimuli and for different occasions. pop song. They should:
• refine the structure of their
56MS.04 Use simple notation(s) to support pop song
musical learning appropriate to the context. • decide who plays each
instrument or sings each section
• review the lyrics as a group
 and decide if any changes are needed
• consider whether they will
use a hook or the four-chord trick
• rehearse the chorus first, then
the verses
• rehearse the intro, bridge,
middle eight and outro sections if
applicable.

Week 15 Unit 5.2 Creating music 56MM.01 Take responsibility in leading and Explain that you are going to explore •Simple music
in response to art following the lead of others when rehearsing the ‘elements of music’. technology for audio
Monday and performing. Ask each learner to describe the recordings (optional)
Oct 29 meaning of each element and record as
Periods 56MM.02 Perform with increasing confidence, many musical words as they can think
1-2 expression, skill and level of musicality and of that link to each element:
make adjustments to own performance in
response to others. Element Meaning Key words
timbre
56MM.03 Experiment with, develop, revise pitch
and refine musical material. texture
tempo
56MM.04 Contribute to increasingly more duration
complex improvisations and compositions structure
which respond coherently to a range of given dynamics
or chosen stimuli and for different occasions.
You could discuss one area together
56MS.04 Use simple notation(s) to support and introduce some more technical
musical learning appropriate to the context. language. For example, for dynamics:

pianissimo pp Very soft

piano p Quiet
mezzo piano mp Moderately
quiet
forte f Loud
fortissimo ff Very loud
sforzando sfz Sudden
accent
crescendo cresc. Gradually
getting louder
diminuendo dim. Gradually
getting softer

In small groups, learners could choose

one of the elements of music to
 research and create a poster to
represent key words for their musical
element.

You may also wish to explore major

and minor (tonality) with learners. Ask
learners to play the notes of a C major
chord (C, E, G). Now learners play the E
as an E♭ (E flat is the black note to the
left of E on a keyboard or xylophone).

MR. DIO MS JOAN MS REGINA

Teacher Cambridge Director of Studies SPK Principal

Asian Intercultural School Bali

Lesson Plan for Semester 1 Month NOVEMBER

Subject: MUSIC Class: PRIMARY 6

Date/ Topic/ Specific Instructional Objectives Methodology/
Periods Unit Number Students will be able to: Learning Strategies Homework Resources
 Week 16 Fun Fair Presentation Practice

Monday
Nov 5
Periods
1-2
Week 17 Fun Fair Presentation Practice

Monday
Nov 12
Periods
1-2
Week 18 Fun Fair Presentation Practice

Monday
Nov 19
Periods
1-2
Week 19 Fun Fair Presentation Practice

Monday
Nov 26
Periods
1-2
Week 20 Fun Fair Presentation Practice

Monday
July 29
Periods
1-2

MR. DIO MS JOAN MS REGINA

Teacher Cambridge Director of Studies SPK Principal