Unit Plan 12 (Grade 6 Orchestra): Motive Building—Compose a Melody

Focus: Create an 8-measure melody in a given key and meter using stepwise motion, repetition, and a clear, finished ending.

Grade Level: 6

Subject Area: Orchestra (Composition • Melody Writing • Form/Phrasing)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, Grade 6 orchestra students learn how to build a complete melody out of small motives they create themselves. They explore how stepwise motion (moving by steps instead of large jumps), repeated patterns, and a strong ending on the “home note” (tonic) make melodies sound clear and satisfying. Step by step, students move from creating a short motive to shaping a 4-measure phrase, and finally to composing a full 8-measure melody in a familiar key and meter.

Essential Questions

• What is a motive, and how can repeating or changing it help build a memorable melody?
• How does using mostly stepwise motion affect the way a melody feels and sounds?
• What makes an ending sound complete or “finished” to a listener?
• How can I organize my musical ideas so they fit into measures, meter, and a clear phrase structure?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define and identify a motive and stepwise motion in simple melodies.
2. Create short melodic motives in a given key and meter using mostly stepwise motion and simple rhythms.
3. Develop a 4-measure phrase that uses repetition and/or slight variation of a motive.
4. Compose an 8-measure melody that includes stepwise motion, repeated patterns, and a clear ending on the tonic or home note.
5. Notate their melody using standard notation (or letter names + rhythm stems, as appropriate) and explain at least one compositional choice.

Standards Alignment — Grade 6 Orchestra (custom, NAfME-style)

• OR:Cr1.6b — Create short string melodies or rhythmic motives within a given key and meter, demonstrating stepwise motion, repeated patterns, and a clear ending.
  • Example: Students compose an 8-measure melody that uses a repeated rhythmic motive and ends on the tonic.

Success Criteria — Student Language

• I can explain what a motive is and point it out in my own melody.
• I can use mostly stepwise motion with only a few carefully chosen skips.
• I can repeat or slightly change a motive to build longer phrases.
• I can write an 8-measure melody that ends on the home note, so it sounds finished.
• I can put my melody into standard notation (or clear letter names + rhythms) and explain one choice I made.