Unit Plan 12 (Grade 5 Music): Chords & Simple Harmony

Focus: Create simple chord accompaniments and harmonic patterns that support familiar melodies, and explain how these choices connect to a specific purpose and context (classroom performance, movement piece, or scene).

Grade Level: 5

Subject Area: Music (General • Harmony • Creating/Arranging)

Total Unit Duration: 1 required session (core), plus up to 2 optional extension sessions; 50–60 minutes per session

I. Introduction

In this unit, students move from thinking about melody alone to exploring how chords and simple harmony can support and enrich a song. They use classroom instruments and voices to generate accompaniment ideas that fit a given melody, such as a familiar classroom song or folk tune. Students then select and develop one chord pattern to fit a purpose and context (e.g., a calm classroom performance, an upbeat assembly, or a movement activity), and explain how their accompaniment helps the music feel and function the way they intend.

Essential Questions

• What is the difference between a melody and a chord accompaniment, and how do they work together?
• How can simple chord patterns and harmonic ideas support the style, mood, and purpose of a song?
• How do we choose and refine an accompaniment so it fits a specific performance context (who, where, and why we are performing)?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe the difference between melody and harmony, and identify where chords support a melody in listening examples.
2. Generate simple chord pattern ideas (e.g., I–V or I–IV) and accompaniment textures (blocked chords, broken chords, drones, ostinato) within a familiar tonality and meter (MU:Cr1.1.5b).
3. Select and develop one chord accompaniment for a familiar melody that fits a chosen purpose and context (MU:Cr1.1.5b, MU:Cr2.1.5a).
4. Perform their accompaniment with the melody, demonstrating awareness of balance (not covering the tune) and style.
5. Explain, using simple music vocabulary, how their harmonic and textural choices support the melody and the intended use of the piece (MU:Cr2.1.5a).

Standards Alignment — Grade 5 Music (NAfME-Aligned)

• MU:Cr1.1.5b — Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within related tonalities and meters, including simple chord changes.
  • Example: Creating a melody in a major key that fits over a two-chord progression.
• MU:Cr2.1.5a — Demonstrate selected and developed musical ideas for an improvisation, arrangement, or composition to express intent and explain how they connect to a purpose and context.
  • Example: Arranging a folk song with a clear form to fit a performance setting.

Success Criteria — Student Language

• I can tell the difference between a melody and the chord part that goes with it.
• I can create simple chord patterns (like I–V or I–IV) and turn them into an accompaniment pattern.
• I can play or sing my accompaniment with the melody and keep a steady pattern without covering the tune.
• I can explain how my chord choices and patterns fit the purpose and context of the piece (for example, a calm classroom song vs. an exciting performance).
• I can use words like chord, harmony, accompaniment, pattern, I chord, V chord, and purpose when I talk or write about my music.